If I was going there I wouldn’t start from here: a critical commentary on current assessment practice

Price, Margaret; Carroll, Jude; O'Donovan, Berry; Rust, Chris

doi:10.1080/02602930903512883

Cited by 159 publications

(114 citation statements)

References 26 publications

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“…Boud (2000) reminds us that assessment always does 'double duty' and cautions us to attend to all its purposes, even if they conflict with each other. The models outlined above, which mainly arise from conceptual discussions and theorisations of assessment, emphasise the complexity and tensions within assessment in higher education (Price et al 2011). However, much less is known empirically about the ways in which this complexity plays out in the understanding 5 and practices of higher education teachers.…”

Section: Models Of Assessmentmentioning

confidence: 99%

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

Reimann

Sadler

2016

Assessment & Evaluation in Higher Education

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Section: Models Of Assessmentmentioning

confidence: 99%

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

Reimann

Sadler

2016

Assessment & Evaluation in Higher Education

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“…Fostering an environment where academics feel able to properly reflect on formative evidence will help improve pedagogic practices (Yorke, 2003) and reap the long-term benefits of improved pedagogic literacy (Price et al, 2011).…”

Section: Reflections On Findingsmentioning

confidence: 99%

Reflections on academics' assessment literacy

Lees¹,

Anderson²

2015

London Review of Education

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This small-scale, mixed-methods study aims to investigate academics' understanding of formative and summative assessment methods and how assessment literacy impacts on their teaching methods. Six semi-structured interviews and a scrutiny of assessments provided the data and results suggest that while these academics understand summative assessment, they have a poorer awareness of the implementation of well-constructed formative assessment. While the academics were able to clearly articulate the perceived benefits to students from undertaking formative assessments, they were less able to identify potential benefits for themselves as educators, so these went largely unrealized. Opportunities therefore exist for tutors to utilize the outcomes of formative assessment to improve student performance, particularly around tutor-reflection to amend future learning and teaching approaches in line with the theory underpinning summative and formative assessment methods. The study highlights the importance of considering all stakeholders when thinking about assessment literacy.

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“…It was provided regularly to support learning and to highlight areas requiring improvement during the timescale while it was still relevant for students to utilise aligning with the reports of Price et al (2011);Gibbs and Simpson (2004). It was found that such feedback engaged students in productive learning, encouraged them to take responsibility for their learning, indicated their knowledge gaps and set the benchmark that was required.…”

Section: Resultsmentioning

confidence: 99%

Introducing landscape design techniques to horticulture students

Hunter¹,

Forrest²,

Elliott-Kingston³

et al. 2016

Acta Hortic.

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Students majoring in Horticulture Landscape and Sportsturf Management take an introductory module in Landscape Design. During a seven week period through a series of lectures, studio based graphic and design exercises, and site visits students are introduced to landscape design principles. Following an introduction to garden history each student prepares a precedent study based on the work of an international landscape designer. Furthermore, they must prepare a domestic or commercial landscape design plan. In the last academic year the class was invited to develop landscape design proposals for Beech Hill College in Monaghan. Ordnance survey maps of the site were obtained in preparation for the site visit and meeting with the School Principal who outlined the specific requirements. The students were sub-divided into three working groups and assigned a specific area of the school campus to survey and evaluate existing vegetation. Each student created design proposals, drew cross sections and a planting plan for their areas. At the end of the semester each student presented their work to peers, staff and the School Principal and was given immediate feedback. Student response to the project was highly positive and in comparison to previous years, the design proposals were suitable for implementation. Students participated in individual and group work, developed critical thinking skills, presentation skills, and all transferable skills required of university graduates. Engaging in a 'live' project for a school campus emphasised their contribution to a local community. The students have been invited to return and to further develop the site.

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If I was going there I wouldn’t start from here: a critical commentary on current assessment practice

Cited by 159 publications

References 26 publications

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

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

Reflections on academics' assessment literacy

Introducing landscape design techniques to horticulture students

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