Why Don’t We Want to Reduce Assessment?

Geraldine Mary O'Neill

Abstract


Assessment overload in higher education has received much attention in recent years. Discussions around this topic can relate to both staff and students’ assessment load. However, the term ‘overload’ is complex and contested and the solution to reducing assessment load is not as simple it first seems. There can be a reluctance to reduce assessment. This short conversation piece explores this topic and presents some ongoing actions to address this challenge at national and institutional level.

Keywords


Assessment, feedback, overload, programme approach.

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