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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 |
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| 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: | Sport Studies, Leisure & Nutrition (closed 31 Aug 19) |
| Publisher: | Taylor & Francis |
| Date Deposited: | 26 Mar 2019 11:59 |
| Last Modified: | 04 Sep 2021 04:07 |
| DOI or ID number: | 10.1080/02602938.2016.1184225 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/5187 |
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