The recipient of a teaching and learning fellowship aims to improve the student experience across STEM subjects in Australian universities
Professor Elizabeth Angstmann from UNSW Sydney’s School of Physics was recently awarded a prestigious Australian Council of Deans of Science (ACDS) Fellowship for her project "Beyond Grades: Embracing Competency-Based Assessment for Enhanced Learning."
This initiative, funded with a grant of $10,000, aims to advance the understanding and implementation of competency-based grading in science and mathematics education across Australian universities.
“Competency-based assessment is not just a trend; it’s a necessary evolution in how we evaluate student learning,” says Prof. Angstmann. “By moving away from traditional numerical grades, we can better support diverse learning styles and promote a deeper understanding of the material.”
The ACDS Teaching and Learning Grants and Fellowships program is designed to promote innovative teaching and learning practices in science and mathematics. This year's selection process was highly competitive, with more than 30 applications vying for support.
The successful projects, including Prof. Angstmann’s, were chosen for their potential national impact and alignment with priority areas identified by the ACDS.
With the University Accord process opening tertiary education to a broader diversity of students, traditional assessment methods are being re-evaluated. Prof. Angstmann seeks to increase awareness of the benefits and practicalities of competency grading as the landscape changes.
The expected outcome of her project is to advocate for the adoption of competency grading systems that utilise hurdle tasks – instead of conventional grading metrics. This approach aligns with growing concerns about student well-being and the challenges posed by advancing technologies like artificial intelligence (AI).
“Education is changing, and so must our methods of assessment,” she says. “Competency-based grading allows us to focus on what students can actually do with their knowledge, which is far more relevant in today's rapidly evolving world.”
With the support of the ACDS Fellowship, Prof. Angstmann is leading discussions to encourage Australian institutions to explore competency-based grading, especially in introductory and work-integrated learning (WIL) courses. Her vision is to foster an educational environment that prioritises student understanding and practical application over numerical scores.
“We have an opportunity to redefine success in education,” Prof. Angstmann says.
“By embracing competency-based assessment, we not only enhance learning but empower students to thrive in their academic and professional journeys.”