Staff Information & Teaching Guide - Swinburne University of ...

and scanning techniques assist in the marking process. However, when essay or shortanswer
questions are used to increase the validity of the examination content,
examination assessment is also unit of study to variations in its reliability and decreased
cost-effectiveness and usefulness.
Plagiarism: The increasing use of the internet and the ease with which students can
access electronic information has placed increased demands on the skills of assessors
in detecting plagiarism. The time demands now placed on staff in tracking student
assessment responses and attempting to detect and discourage plagiarism has a
dramatic effect on the cost-effectiveness of on-going (formative) assessment techniques.
Plagiarism is more simply avoided (or at least reduced) in traditional examinations, and
this has added weight to arguments to continue to include examinations in multiple
assessment procedures. The use of laboratory or practical tests, particularly open-book
tests, can potentially increase the risk of plagiarism – particularly in technical unit of
studys, such as those involving programming.
Conclusion: Curricula needs are complex, and should consider and reflect the multiple
demands and purposes of the course – incorporating both internal (university and
faculty) and external influences and demands. The community recognition (professional
and academic) of the need for greater diversity in graduate skills has resulted in the
increasing generation of generic and specific graduate attributes to help fashion the
course content and learning outcomes. This change in attitude has also been influenced
by technical advances which have rapidly brought about changes in course delivery, and
provide a greater variety of options for learning and teaching methods in general. It is
recognised university-wide that not all attributes may be developed in all units of study,
and that there will be degrees of development throughout different levels of the course
and throughout different courses. The introduction of these attributes has provided a
mechanism with which the university can initiate an increased awareness of the need to
incorporate different skill development procedures within courses, typified by the
different assessment techniques employed to varying degrees in the psychophysiology
coursework. These changes in awareness of course and skill development will then
gradually assist in effecting change in the university’s attitude to assessment and
teaching in general.
References
Baume D. & Baume C. (1998). Learning to teach: assessing students’ work. Oxford, Oxford
Center for Staff Development. Pp 17-8.
Brown S. & Knight P. (1994). Assessing learners in higher education. London, Routledge Flamer.
Council of IEAust, (1997). Manual for the accreditation of engineering programmes. Institution of
Engineers Australia.
Nightingale P., Wiata I., Toohey S., Ryan G., Hughes C. & Magin D. (1996). Assessing learning in
universities. Sydney, UNSW Press.
Percival F. & Ellington H. (1984). Handbook of educational technology. London, Kogan Page.
Rowntree, D. (1987). Assessing students: how shall we know them? London, Kogan Page.
Swinburne University of Technology. (2002) Flexible Learning & Teaching Strategic Development
Plan.
Faculty of Life & Social Sciences
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