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This paper reports findings from a three-phased study exploring staff perceptions of assessment practices in an undergraduate Initial Teacher Education program at an Australian metropolitan university. It maps course objectives, learning activities, and assessment items for constructive alignment, then analyzes survey and interview data using Fink’s Taxonomy, identifying siloed work and limited school-level professional learning for casual staff.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-volume-45-issue-3-article-3/593905/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-volume-45-issue-3-article-3/593905.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s purpose regarding assessment practices?","Question",{"text":112,"@type":113},"The study examined staff perceptions of assessment practices within an undergraduate Initial Teacher Education program, focusing on how assessment knowledge and skills are understood and applied.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the authors assess constructive alignment?",{"text":117,"@type":113},"Course learning objectives, learning activities, and assessment items were mapped to identify the presence of constructive alignment within the program.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings suggest about staff collaboration and professional development?",{"text":121,"@type":113},"Findings indicate staff are committed to quality assessment practices, but often work in silos rather than teams, and professional development is limited at the school level, especially for casual staff.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593905,1792211187,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 45  Issue 3 | Article 3 |\n| --- | --- |\n| 2020\u003Cbr>Investigating the assessment practices within an Initial Teacher Education program in an Australian university: Staff perceptionsand practices\u003Cbr>Georgina M. Barton\u003Cbr>University of Southern Queensland, [georgina.barton@usq.edu.au](georgina.barton@usq.edu.au)\u003Cbr>Margaret Baguley\u003Cbr>University of Southern Queensland, [margaret.baguley@usq.edu.au](margaret.baguley@usq.edu.au)\u003Cbr>Martin Kerby\u003Cbr>University of Southern Queensland, [Martin.kerby@usq.edu.au](Martin.kerby@usq.edu.au)\u003Cbr>Abbey MacDonald\u003Cbr>University of Tasmania, [Abbey.MacDonald@utas.edu.au](Abbey.MacDonald@utas.edu.au)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Educational Assessment, Evaluation, and Research Commons, and the Scholarship of Teaching and Learning Commons |  |\n\nRecommended Citation  \nBarton, G. M., Baguley, M., Kerby, M., & MacDonald, A. (2020) . Investigating the assessment practices within an Initial Teacher Education program in an Australian university: Staff perceptions and practices. Australian Journal of Teacher Education, 45(3) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n3.3](http://dx.doi.org/10.14221/ajte.2020v45n3.3)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss3/3](https://ro.ecu.edu.au/ajte/vol45/iss3/3)  \nInvestigating The Assessment Practices Within An Initial Teacher Education Program In An Australian University: Staff Perceptions  \nAnd Practices  \nGeorgina Barton  \nMargaret Baguley  \nMartin Kerby  \nUniversity of Southern Queensland  \nAbbey MacDonald  \nUniversity of Tasmania  \nAbstract: Effective assessment design and subsequent assessment practices are essential for student success in the higher education sector. Aplethora of research on assessment in higher education exists which tends to focus primarily on the student experience. This paper shares results from a 3 phased study that explored staff perceptions related to assessment practices in an undergraduate Initial Teacher Education program within an Australian metropolitan university. First, course learning objectives, activities and assessment items were mapped to identify the presence of constructive alignment.  \nSecond, staff were invited to complete a survey and a follow-up interview in relation to understanding of assessment knowledge and skills. Fink’s Taxonomy of Significant Learning (2013) was used to analyse the qualitative data and findings suggest that staff are highly committed to quality assessment practices but often work in silos rather than teams. Additionally, a lack ofprofessional development and learning was available at the school level, particularly for casual staff. Further research about assessment practices in higher education in relation to staff rather than student experience is warranted.  \nKeywords: assessment design, constructive alignment, higher education, staff experience, whole of program  \nIntroduction  \nEffective assessment design and subsequent assessment practices are critical for student success in the higher education sector. Indeed, Angelo (2002) believed that sound program and assessment design ensures that the student experience is positive and rewarding. The research literature explores quite extensively what constitutes effective assessment practices in individual courses (Angelo, 2002; Biggs & Tang, 2011); how these practices can be sustained (Boud & Soler, 2015); and conversely ineffective assessment practices across whole programs (Bloxham & Boyd, 2007; Biggs & Tang, 2011; Elton, 2004; Struyven et al., 2002). While there is a plethora of research on assessment in higher education, it tends to focus primarily on the student experience rather than staff perception and practices (Knight, Tait, & Yorke, 2006; Nicol, Th","cbCaibqPoxE0unLx","https://ap.wps.com/l/cbCaibqPoxE0unLx","pdf",323691,15,"English","# Introduction\n## Significance and Importance of Effective Assessment Design\n## Defining Key Terms","[{\"question\":\"What was the study’s purpose regarding assessment practices?\",\"answer\":\"The study examined staff perceptions of assessment practices within an undergraduate Initial Teacher Education program, focusing on how assessment knowledge and skills are understood and applied.\"},{\"question\":\"How did the authors assess constructive alignment?\",\"answer\":\"Course learning objectives, learning activities, and assessment items were mapped to identify the presence of constructive alignment within the program.\"},{\"question\":\"What did the findings suggest about staff collaboration and professional development?\",\"answer\":\"Findings indicate staff are committed to quality assessment practices, but often work in silos rather than teams, and professional development is limited at the school level, especially for casual staff.\"}]","Australian Journal of Teacher Education - Volume 45 Issue 3 - Article 3 | PDF",1792078145,38]