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Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff

Reimann, N and Sadler, I (2016) Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff. Assessment and Evaluation in Higher Education, 42 (5). pp. 724-736. ISSN 0260-2938

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Abstract

The study investigates how higher education staff understand assessment, and the relationship between these understandings and their assessment practices. Nine individuals attended a workshop that guided them through the creation of a concept map about assessment, which was subsequently discussed in one-to-one semi-structured interviews. We found considerable variation in understanding of assessment, both between and within participants, and this appeared to be a consequence of the varied contexts within which assessment operates. Some assessment practices were highly complex, and at times closely entwined with teaching. In addition, individuals’ practices helped to illuminate variation in how underlying concepts (e.g. assessment for learning) were understood. The approach supported the construction of the participants’ understanding of assessment, and enabled the exploration of the interplay between thinking and reported practice, which were closely aligned. It also drew attention to the need to further develop methodologies which capture both the complexity of thinking about assessment and real-world assessment practices.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment and Evaluation in Higher Education on 02/06/2016, available online: http://www.tandfonline.com/10.1080/02602938.2016.1184225
Uncontrolled Keywords: 1303 Specialist Studies In Education, 1505 Marketing, 1701 Psychology
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: School of Sport Studies, Leisure and Nutrition
Publisher: Taylor & Francis
Date Deposited: 26 Mar 2019 11:59
Last Modified: 27 Mar 2019 20:58
DOI or Identification number: 10.1080/02602938.2016.1184225
URI: http://researchonline.ljmu.ac.uk/id/eprint/5187

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