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Salient. Victoria University Student Newspaper. [Volume 39, Number 19, 1976.]

Conclusions and Recommendations

Conclusions and Recommendations

This study has attempted to show that the experience of in-term assessment at Victoria University has revealed defects and problems in ITA but more specifically in the manner it was introduced. The complicating registry regulation and staff appeasement of students meant that workloads and/or pressures on students were actually increased and tended to be uneven. Extra activities have arguably suffered. Also noted have been the other complicating factors at Vic the degree changes, economic circumstances and changes in issues and personalities on campus. Teaching and assessing abilities of staff have arisen as a related issue as has the need for more fed back between staff' and students under in term assessment. [unclear: ne] message or the lessons from Victoria would seem to be:
(1)there should be no over reaction to practical problems of ITA i.e. reverting to terms and finals
(2)the majority of students wanted continued ITA but also some finals yet we must also cater for those students who are disadvantaged by ITA.
(3)alternative forms of assessment for a variety of learning skills should be looked at e.g. "double chance".
(4)it is up to students not administrative reformers to press for greater involvement and choice by consultation and colloboration with staff. More student control should be encouraged e.g. Student/Staff Committees as is in the process of being instituted by English Department.
Sources:

"Assessment - the least onerous form" Graeme Clarke and Peter Franks NZUSA (shortly available Studass) "Assessment" Graeme Clark, NZUSA (from Studass Office)