New teaching for new students in a new context:
Pushing the boundaries in assessment

It is well documented that students appreciate feedback that assists them to improve future efforts (James et al, 2002) and to promote the development of deep approaches to learning (Ramsden, 2002). Cognisant of this, a team based at Sydney University have developed and implemented an infrastructure (Learning Quality Management System) that assists academic staff in providing a quality teaching and learning environment by incorporating level descriptors (Biggs SOLO taxonomy) and sub level attributes in assessment of the outcomes of learning and, by implication, evaluate the effectiveness of the learning activity.

With changing demographics and student needs there are ever-increasing demands for greater flexibility in learning programs supported by the integration of Information and Communications Technologies (ICT) into course design and delivery. The infrastructure allows academic staff to identify the targeted set of skills required to successfully complete an assignment (Madison et al, 2004); monitors students' exposure to material (digital library) that supports the learning domain including the monitoring of a students' use of such material by reviewing search strategies, material usage and modes of access; provides integrated multilingual taxonomies in support of international students; affords the course administrator the capability to review assessors marking schedules with a view to minimising value judgements intruding on the assessment process (de Vries 1999); and provides the students with a mechanism for structured reflection through the timely delivery of feedback in the form of an e-portfolio which allows students to review and monitor their progress throughout their course.