Assessment, Learning and Judgement in Higher Education: A Critical Review

Joughin, Gordon

doi:10.1007/978-1-4020-8905-3_2

Cited by 59 publications

(65 citation statements)

References 23 publications

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“…Consideration of how individuals interpret the HE "hidden curriculum," where "assessment tasks are stated explicitly, [and] there is a parallel set of expectations based on the social context and the assumptions and expectations of both teachers and students" (Joughin, 2009c, p. 587), is important. Joughin (2009a) has highlighted the differential ways in which students engage with assessment in his discussion of students who are: "cue-conscious" (perceptive and receptive to cues), "cue-seekers" (more active in seeking out support), and "cuedeaf" (work hard to succeed without seeking support), with reference to Miller and Partlett's (1974) work. It is this latter group, the cue deaf, that Joughin (2009b) has suggested requires more attention.…”

Section: Tablementioning

confidence: 99%

“…Underrepresented in the literature is how students and lecturers navigate different communities and why some are able to navigate these, filtering and using feedback more effectively than others across contexts as effective cue-conscious and cue-seeking boundary crossers (Joughin, 2009a;Wenger, 2000). As part of this discussion, it is important to review the extent to which mutual engagement and collaboration is possible within limited time frames and the extent to which there are shared understandings within and between communities (Ball, 2010).…”

Section: Power: the Respective Roles Of Student And Lecturer Within Tmentioning

confidence: 99%

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Making Sense of Assessment Feedback in Higher Education

Evans

2013

Review of Educational Research

820

574

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This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) Keywords: assessment, feedback, higher education, feedback gap, feedback landscape.A focus on assessment feedback from a higher education (HE) perspective is pertinent given those debates on enhancing student access, retention, completion, and satisfaction within college and university contexts (Eckel & King, 2004). This article will provide a timely and thorough critique of the latest developments within the assessment feedback field. The focus of the review is on the feedback that students receive within their coursework from multiple sources. In the introduction, feedback is defined and the HE context articulated. This is followed by an analysis of 460 articles on assessment feedback in HE produced in the past 12 years. Key themes and dominant discourses are explored, including an examination of the feedback gap. Relevant theoretical perspectives are drawn upon and extended to conceptualize the feedback landscape in order to provide a valuable framework for considering the issues and processes implicit in implementing effective assessment feedback designs within HE contexts and to facilitate future research agendas in assessment feedback in HE.

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Section: Tablementioning

confidence: 99%

Section: Power: the Respective Roles Of Student And Lecturer Within Tmentioning

confidence: 99%

Making Sense of Assessment Feedback in Higher Education

Evans

2013

Review of Educational Research

820

574

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“…Tested performance using MCQs is normally transformed into grades (e.g., A to D or E) which are meant represent the quality of students' performance and level of achievement (Yorke, 2009). Grades are signals of achievement and show students their areas of strength and weakness and can inform instructors about the success of their teaching (Joughin, 2009;Yorke, 2009;Brown, 2010;Walvoord and Anderson, 2011). Obviously, the quality of assessment matters so that inferences and decisions by students and instructors, as well as external stakeholders (e.g., employers), can be made on a robust basis (Grainger et al, 2008).…”

Section: Assessment In Higher Educationmentioning

confidence: 99%

Evaluating the Quality of Higher Education Instructor-Constructed Multiple-Choice Tests: Impact on Student Grades

Brown

Abdulnabi

2017

Front. Educ.

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Multiple-choice questions (MCQs) are commonly used in higher education assessment tasks because they can be easily and accurately scored, while giving good coverage of instructional content in a short time. However, studies that have evaluated the quality of MCQs used in higher education assessments have found many flawed items, resulting in misleading insights about student performance and contaminating important decisions. Thus, MCQs need to be evaluated statistically to ensure high-quality items are used as the basis of inference. This study evaluated the quality of 100 instructor-written MCQs used in an undergraduate midterm test (50 items) and final exam (50 items), making up 50% of the course grade, using the responses of 372 students enrolled in one first-year undergraduate general education course. Item difficulty, discrimination, and chance properties were determined using classical test theory and item response theory (IRT) statistical item analysis models. The two-parameter logistic (2PL) model consistently had the best fit to the data. The impact on overall course grades between the original raw score model and the IRT 2PL model showed 70% of students would receive the same grade (i.e., D to A), but only one-third would get the same mark using the standard augmented grade scale (i.e., A+ to D−). The analyses show that higher education institutions need to ensure MCQs are evaluated before student grading decisions are made.

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“…The teacher educator role in the assessment of practicum Joughin (2009) identifies three functions of assessment that predominate in higher education settings, including "supporting the process of learning; judging students' achievement in relation to course requirements; and maintaining the standards of the profession" (p. 1). Each of these functions are critical in the assessment of practicum as initial teacher education (ITE) providers and other stakeholders face the critical question, "what type of evidence is needed to safely say that an aspiring teacher has not only grasped the essential notions and concepts from the teacher education course, but is also able to implement them in real world classroom situations?"…”

Section: Introductionmentioning

confidence: 99%