Testing, Testing, Testing
This is a short Opinion Piece, derived from my teaching experiences and which, I hope, may also resonate with the experiences of a lot of other university lecturers at this time of year. It is intended to provide food for thought on the summative assessment regime and is backed up by the findings of some prominent researchers in this aspect of education.
Ainley, P. and Allen, M. (2010) Lost Generation? New strategies for youth and education. London: Continuum.
Boud, D. (2000) ‘Sustainable Assessment: Rethinking Assessment for the Learning Society.’ Studies in Continuing Education. Available at: http://dx.doi.org/10.1080/713695728 (Accessed: 23 August 2015).
Broadfoot, P. (2009). ‘Time for a Scientific Revolution? From Comparative Education to Comparative Learnology.’ In: Cowen,R. and Kazamias, A. (eds.) The International Handbook of Comparative Education, Part One, Volume 22. Springer Science and Business Media B.V.
Deem, R., Hillyard, S. and Reed, M. (2007) Knowledge, Higher Education, and the New Managerialism: The Changing Management of UK Universities. Oxford: Oxford University Press.
Dunn, I. (2013) ‘A Risk Based Approach to Curriculum Design.’ National Centre for Entrepreneurship in Education (NCEE). Entrepreneurial University Leaders Programme 2013: The Entrepreneurial University: From Concept to Action. pp 44-46. Available at : http://ncee.org.uk/wp-content/uploads/2014/06/From-Concept-To-Action.pdf ( Accessed :14 September 2015).
Department for Education (2014) ‘Primary and 16 to 19 Assessment and Accountability – written statement to Parliament.’ Available at: https://www.gov.uk/government/speeches/primary-and-16-to-19-assessment-and-accountability (Accessed: 18 December 2014).
Hughes, G. and Crawford, M. (2009) ‘Assessment futures: Ipsative Feedback and Learner Motivation.’ Institute of Education, University of London. Proceedings of a Learning and Teaching Conference, 14 January 2009. Available at: http://www.ioe.ac.uk/about/documents/About_Policies/Proceedings_of_LandT_Conference_2009.pdf. (Accessed: 23 August 2015).
Jensen, K. and Bagnall, D. (2015) ‘Student Teaching and Learning Consultants: developing conversations about Teaching and Learning.’ Journal of Educational Innovation, Partnership and Change, 1 (1).
Kemmis, S. (2012) ‘Researching Educational Praxis; Spectator and Participant Perspectives.’ British Educational Research Journal 38 (6). December 2012, pp. 885-905. Available at: http://onlinelibrary.wiley.com/doi/10.1080/01411926.2011.588316/epdf. (Accessed 14 September 2015).
Matheson, R. and Poole, N. (2015) ‘Student-led fellowships: developing partnerships to identify best practice and promote change. ’ Journal of Educational Innovation, Partnership and Change, 1 (1).
Peters, R. and Higbea, R. (2012) ‘Maximizing reflexivity and praxis by recognizing and counteracting the constraints imposed by stimulus-response learning.’ Teaching Public Administration, 30 (2), 133-148.
Rochon, R. and Knight, J. (2015) ‘The view from the fence: a dual perspective on assignment briefs.’ Journal of Educational Innovation, Partnership and Change, 1 (1).
Sadler, D. R. (2009) ‘Indeterminacy in the use of Pre-set Criteria for Assessment and Grading in Higher Education.’ Assessment and Evaluation in Higher Education, 34, 159-179.
Deem, R. (1998) 'New Managerialism and Higher Education: The management of performances and cultures in universities in the United Kingdom.’ International Studies in Sociology of Education, 8 (1). Available at: http://dx.doi.org/10.1080/0962021980020014
(Accessed: 23 August 2015).
Mathews, D. (2015) ‘University Managerialism can boost Academic Freedom.’ Times Higher Education, August 21 2015. Available at : https://www.timeshighereducation.co.uk/news/university-managerialism-%E2%80%98can-boost-academic-freedom%E2%80%99 (Accessed: 23 August 2015).
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