Assessment as a democratic process

Kylie Readman
University of the Sunshine Coast

Keywords: assessment; democratic process; higher education

What are the issues surrounding assessment in Higher Education when viewed through the lens of pre-service teachers studying assessment 'for' learning? This paper examines the initial implementation of 'Assessment for Learning', a core course in all pre-service education programs at the University of the Sunshine Coast, in terms of the authenticity, effectiveness and democracy of the assessment practices utilised.

Pre-service teachers engage with the course both as learners and as teachers. This dialectical positioning affords the pre-service teachers knowledge and information about quality assessment principles and processes, while highlighting the short-falls of assessment processes in higher education which essentially support assessment 'of' learning.

The discoveries made during implementation of the course for the first time this year include creating opportunities for assessment to be both 'for' learning and 'as' learning (Earl, 2003) while responding to systemic reporting requirements for assessment 'of' learning.

The focus was on developing and scaffolding assessment through a more democratic, negotiated process, by encouraging pre-service teachers to be part of the course's assessment dialogue and ensuring that their voices are either present or represented when decisions are made about assessment, recording and reporting of student learning.