Abstract:

In this paper, we review the role of assessment from the perspective of experiential learning and propose a default assessment approach for computing degree courses. The article discusses a proposed format for assessment for learning for computing programmes. Our central objective was to analyse assessments and identify how assessments enhance learning. It analyses different assessment types and evaluates their role in achieving NZQA (New Zealand Qualifications Authority) academic level requirements for academic levels from level 5 (first year degree) to level 7 (third year degree) in New Zealand polytechnics. The key points discussed include skills, knowledge and application of knowledge and how these academic requirements are met by each assessment type. The discussion of assessment for learning roles includes portfolios, group projects, case studies, assignments, essays, simulations, tests, exams, posters and screencasts. The article also discusses the impact of blended learning, analytics and technology enhanced learning. The article finishes with a proposed assessment regime and an example of how to implement it.

Keywords:

Experiential learning, assessment for learning, academic levels, constructive alignments.