Continuous assessment in a new Testament survey course: Empirically informed reflections on an Australian trial

• Published in: Teaching theology & religion Vol. 20; no. 3; pp. 230 - 242
• Main Author: Hussey, Ian
• Format: Journal Article
• Language: English
• Published: Oxford Wiley-Blackwell 01.07.2017; Blackwell Publishing Ltd
• Subjects: Academic grading; Action Research; Alternative Assessment; assessment; Biblical Literature; continuous; Curriculum Development; Educational evaluation; Feedback (Response); Foreign Countries; formative; Formative Evaluation; learning outcomes; New Testament; Online Surveys; Outcomes of Education; Pedagogy; practitioner action research; Preferences; Religious Education; Student Attitudes; Student Educational Objectives; Student Evaluation; Taxonomy; Australia
• ISSN: 1368-4868; 1467-9647
• DOI: 10.1111/teth.12391

This article reports on a practitioner action research project focused on developing, trialing, and reflecting upon a continuous and formative‐assessment plan for a foundational New Testament survey course. Three pedagogical convictions are discussed and drive the design of the assessment. Seven to nine assessment items (depending on level of study) based on course learning outcomes and informed by Bloom's taxonomy of learning, were developed and implemented. Students provided feedback on the assessment through an anonymous online survey. The results demonstrate that students preferred continuous assessment to an exam and major essay, and that they better achieved the course learning outcomes. In conclusion, this style of assessment is effective in driving and assessing student learning and so provides a basis for further action reflection.