STLHE 2015

Developing assessments that are relevant, efficient and are constructively aligned (Biggs, 2014) creates, to use a music term, "harmony". During this round table, we will share our newly developed framework for assessment that integrates evidence-based best practices (e.g. Knaack, 2011) with an easy-to-remember acronym, COUNT. The acronym COUNT is comprised of the elements Credible, On Target, Unambiguous, Navigable, and Timely, and aligns with the acronym SMART, that is used for well-written learning objectives (Specific, Measurable, Attainable, Relevant, Timely). We look forward to discussion about how assessments are developed by instructors, how good assessment is taught and supported by educational developers, and how the COUNT framework might be useful in your context.

Biggs, J. (2014). Constructive Alignment in university teaching. HERDSA Review of Higher Education. Volume 1 (July). Pp. 5-22 http://www.herdsa.org.au/?page_id=3745

Boud, D. & Falchikov, N. (2007) Rethinking assessment in higher education: Learning for the longer term. New York, NY: Routledge.

Knaack, L. (2011). A practical handbook for educators: Designing learning opportunities. Whitby, ON: DeSitter Publications.