This is the way to teach: insights from academics and students about assessment that supports learning

McLean, Helen

doi:10.1080/02602938.2018.1446508

Cited by 33 publications

(14 citation statements)

References 42 publications

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“…Additionally, the role of assessment in the learning process has been a topic of discussion in the educational community during the last decade (Al-Kadri, 2015;Baeten et al, 2008;Fletcher et al, 2012;Garside et al, 2009;Gibbs and Simpson, 2004-05;James and Fleming, 2005;McLean, 2018;Rust et al, 2005;Yorke et al, 2000). However, scarce research has been carried out on assessment and published in the non-Anglo Saxon education environment (Aliaga and Orellana, 1999;Lopez-Pastor and P erez-Pueyo, 2017).…”

Section: Assessment In Higher Education: Background and Research Questionsmentioning

confidence: 99%

Solving the mystery about the factors conditioning higher education students' assessment: Finland versus Spain

Miñano

Campo

Grande

et al. 2020

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PurposeThe purpose of this paper is twofold: first, to compare the assessment in two subjects of the Business Administration Degree between Finland and Spain and, second, to test whether there are factors such as gender, age, subject, students’ motivation, or preferences that may have an impact on the assessment.Design/methodology/approachA survey was designed for students enrolled in Statistics and Financial Accounting subjects in the two universities, and multivariate statistical analysis were run.FindingsFirst, coursework marks are higher than the final examination marks. In both universities and subjects, learning is enhanced by student involvement in coursework activities that are directly related to the learning outcomes. Second, there are differences in assessment by culture, gender, and type of subject. Finnish students are more used to work in teams and apply varied teaching resources than Spanish students.Research limitations/implicationsThe sample size and the analyses are from two subjects in two universities. More similar studies are needed to generalize the findings.Practical implicationsThere are several implications for Higher Education. First, university policymakers should design training courses on the good implementation of new assessment processes and criteria in order to align learning objectives and assessment criteria. Second, teachers from different countries should openly discuss their manner of assessment and promote creativity and innovation in their methodologies to assess learning outcomes. Third, students should engage with deeper learning and competence development in subjects. This will contribute to their future employability.Originality/valueOur findings not only question the concept of assessment validity and the compulsory relationship between assessment and learning but also provide suggestions to improve assessment criteria.

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Section: Assessment In Higher Education: Background and Research Questionsmentioning

confidence: 99%

Solving the mystery about the factors conditioning higher education students' assessment: Finland versus Spain

Miñano

Campo

Grande

et al. 2020

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show abstract

“…There is a paradigm shift from assessment of learning, using end of instruction examinations, to assessment for earning using information-rich, continuous assessment that supports individual learning [19,20]. Formative assessment, designed to provide maximum feedback rather than for decisions or progression, improves learning [21,22]. It is not surprising therefore, that students constantly request practice examinations to prepare for their summative and often high stakes assessment.…”

Section: Assessment Resources: Supervisor: Carmel Tepper (Ct)mentioning

confidence: 99%

Developing future medical educators in an Australian medical program: supervisors’ reflections on the first four years of MD Professional Project implementation

McLean

Tepper

Maheshwari

et al. 2020

Medical Education Online

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Background: Increasingly, professional bodies expect doctors to not only provide patient care but also educate students, trainees and patients. Few medical students, however, receive formal tuition in terms of the theory and practice of medical education. A curriculum restructure from an MBBS to a Doctor of Medicine (MD) program provided an opportunity to develop three Masters streams: Clinical research, Capstones and educational Professional Projects. This submission describes how one Australian medical school is preparing some students for their future roles as medical educators through MD Professional Projects. Design: Framed by the 12 roles of the medical 'teacher', most students undertaking these projects take on Resource Developer (including simulation) and Assessor roles. For those choosing resource development (excluding simulation) or assessment, the Association for Medical Education (AMEE) Student Essential Skills in Medical Education (ESME) Course is compulsory. For those choosing educational research, the ESME Course is optional. Outcomes: By December 2020, four MD cohorts will have graduated with 69 students having undertaken educational MD Professional Projects, with fifty-one completing the ESME Course. MD students have created a range of resources for the curriculum, their colleagues and the local healthcare community. In addition to the expected learning we identified additional value-added outcomes for learners (e.g. skill development), the curriculum (e.g. areas of difficulty), academic supervisors' roles (e.g. role-modelling) and for the health care community (e.g. as expert reviewers). Conclusions: Engaging in scholarly activities such the ESME Course and developing learning resources not only provided MD students with a more in-depth theoretical knowledge in a range of clinical areas, but also developed skills that would prepare them for their future roles as medical educators. As supervisors, we identified the value these projects add to the broader health community as well as personal and professional benefits for ourselves.

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“…When considered from a social constructivist perspective, assessment is a social process (Gipps 1999), and therefore traditional individual end-point testing and grading need to be replaced with assessment practices that will enable students to engage with one another and with the content. Students furthermore need to be engaged in ongoing dialogic feedback (McLean 2018). Self-and peer assessment methods, which yield rich dialogic feedback, are examples of PAP.…”

Section: Conceptual-theoretical Frameworkmentioning

confidence: 99%

In pursuit of accomplished teacher development through praxis in a South African distance learning programme

Kruger¹

2019

NWU Self-Directed Learning Series

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This is the way to teach: insights from academics and students about assessment that supports learning

Cited by 33 publications

References 42 publications

Solving the mystery about the factors conditioning higher education students' assessment: Finland versus Spain

Solving the mystery about the factors conditioning higher education students' assessment: Finland versus Spain

Developing future medical educators in an Australian medical program: supervisors’ reflections on the first four years of MD Professional Project implementation

In pursuit of accomplished teacher development through praxis in a South African distance learning programme

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