Time for a Rethink: Assessment Policy to Enable Equity
Description
Funded by the Australian Centre for Student Equity and Success (ACSES), this project drew on literature and pre-existing interviews with students from equity backgrounds to identify time-related factors which can impact upon equity students’ assessment success. The project team then investigated the extent to which these factors are considered within current assessment policies across the sector. Multiple analyses were conducted on publicly-available assessment policies from all universities in Australia to examine the circumstances and conditions that determine who can access extra time, how policy makes time available to students from equity backgrounds, and how these students are represented in policy.
In the final phase of the project, researchers gathered qualitative data (focus groups/interviews) in universities with inclusive assessment policies around assessment time/additional time to better understand how these policies emerged and universities manage these approaches in practice. An output of the project is a framework to assist universities to equitably consider diverse students’ timescapes within their assessment policies and practices: Rethinking time and assessment: A framework for university leaders and educator. This resource will be discussed and disseminated at a national roundtable event involving educators from universities throughout Australia.
Impact Statement
The project will draw together universities across Australian to consider equitable assessment practice around time. It will impact the dialogue around equity students and their experiences in HE and support universities to consider both policy and practice through the use of the Rethinking time and assessment framework.
Partners
Associate Professor Jo Dargusch -
Project Lead
Associate Professor Joanne Dargusch is the Director of the Centre for Research in Equity and Advancement of Teaching and Education (CREATE). Jo researchers and teaching in the area of assessment and pedagogy with a focus on equity, particularly in relation to how students from equity groups experience assessment in undergraduate courses.
SDG Goals
At CQUniversity we are committed to embedding sustatainble practice in our operations, interatctions and relationships underpinned by the United Nations Sustainable Development Goals. Sustainability is on of our strategic pillars within our Strategic Plan 2024-28.
This project aligns with the following SDG Goals:
- 4 - Quality Education
- 16 - Peace, Justice and Strong Institutions
