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If you are teaching large classes, it is quite likely that you have experienced a number of issues associated with assessment in that context. For example, you may find that the diversity of the student cohort requires more complex assessment design. You may have high marking loads which make it difficult to return work promptly to ensure the feedback is optimised. Moreover, the quality of student work may be compromised in ways that reflect lower rather than higher order thinking. There may also be issues to do with assessment across discussion and tutorial groups, and ensuring moderation and comparability of results. The need to manage large numbers of assessment pieces, and deal with occurrences of plagiarism and cheating, can also create particular problems. Although all of these issues can occur in any teaching and learning situation, they are generally magnified when dealing with large classes.
The following activities are designed to help you:
If you would like to pursue the idea of implementing classroom techniques in more depth, go to the website Using classroom assessment techniques to measure learning in the large class. Alternatively, see the very useful book published by Angelo and Cross (1993) entitled Classroom Assessment Techniques: A Handbook for College Teachers. There are several copies of this book available in the Deakin library, call number: 378.125 Ang/Cat 1993.
Angelo, T.A and Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers, Second Edition. San Francisco: Jossey-Bass Publishers.
Buckeridge, M. (2004). Assessing large classes. Presentation to the Celebrating Teaching Seminar. Griffith University. http://www.gu.edu.au/landt/pdf/celebratingteaching2004b.pdf (accessed 22nd May 2006)
James, R., McInnis, C., and Devlin, M. (2002). Assessing Learning in Australian Universities' CSHE, University of Melbourne.