What is happening when we assess, and how can we use our understanding of this to improve assessment?

Baume, David; Yorke, Mantz; Coffey, Martin

doi:10.1080/02602930310001689037

Cited by 57 publications

(50 citation statements)

References 10 publications

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“…This finding reflects the argument of quality control and quality enhancement that is inextricably connected with appointing an authority from outside the classroom to evaluate student learning. Previous studies (e.g., [28]) already showed that evaluations of external examiners in higher education are more objective. The lecturers often know their students too well, possibly resulting in either a positive (i.e., halo effect) or a negative (i.e., horn effect) bias towards their students.…”

Section: Education Research Internationalmentioning

confidence: 99%

Disentangling Teaching and Summative Assessment in Higher Education? Pros and Cons from Students’ Perspectives

Coens

Sasanguie

Clarebout

et al. 2012

Education Research International

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The impact of the examiner on students' perspectives on learning and assessment is investigated. A disentangling of support and evaluation roles was implemented for two courses. The lecturer did not have the responsibility for the summative evaluation. Instead, this was the task of an examiner. Students' conceptions of the disentangling were investigated by means of focus groups (N = 21) before and open-ended questionnaires (N = 50 and N = 18) after the actual disentangled courses. Results showed as well pros as contras. Pros were that students felt free to express their own opinion during the examination, that they could 'team up' with the lecturer during the academic year, and that some of them believed this enabled the examiner to pass them a more objective judgment. Contras were that some students felt uncomfortable because they did not know the examiner, that they feared a wrong first impression would result in a less objective evaluation or that some students reported that they would behave less respectful to the lecturer if this person would no longer examine them. Students' arguments thus reveal what matters to them in assessment: they desire a reliable, a valid and a transparent evaluation.

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Section: Education Research Internationalmentioning

confidence: 99%

Disentangling Teaching and Summative Assessment in Higher Education? Pros and Cons from Students’ Perspectives

Coens

Sasanguie

Clarebout

et al. 2012

Education Research International

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“…Baume et al (2004) found differences between first and second marking occurring in degree programmes and suggest that: Bloxham (2009) argues that the relative lack of discourse in HE should not be taken as a sign that all is well. She cites Price's (2005) observation that:…”

Section: Ensuring Reliable Assessmentmentioning

confidence: 99%

Assessment in Higher Education: The Potential for a Community of Practice to Improve Inter-marker Reliability

Herbert

Joyce

Hassall

2014

Accounting Education

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(2014). Assessment in higher education : the potential for a community of practice to improve inter-marker reliability. Accounting Education, 23 (6), 542-561. Copyright and re-use policy AbstractThe design, delivery and assessment of a complete educational scheme, such as a degree programme or a professional qualification course, is a complex matter. Maintaining alignment between the stated aims of the curriculum and the scoring of student achievement is an overarching concern. The potential for drift across individual aspects of an educational scheme (teaching, learning and assessment), together with emerging criticism in extant literature of the reliability of marking processes, suggests that, in practice, maintaining alignment might be more difficult than had previously been assumed.In this paper, the concept of a Community of Practice (CoP) is employed as an analytical lens through which the notion of a markers' standardisation meeting that focuses on maintaining alignment between the curriculum, the marking scheme and the scoring of student scripts can be critically examined. Given that the aims and subject content of management learning are both multidimensional and contextual, such meetings have the potential to develop a shared approach to the elaboration and application of the marking scheme. A further role of the CoP is in the calibration of markers to accommodate further variations in student responses as they arise in the actual marking process. In this respect, the CoP has both descriptive and prescriptive potential in terms of aiding the development of markers of professional accounting examinations and also, we suggest, within accounting education more generally.

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“…They should know what is expected of them so as to be able to prepare for the assessment and adjust their learning processes accordingly (Frederiksen & Collins, 1989). This is also true for teachers and/or assessors, who should know and understand the entire CAP to be prepared for their role as assessor (Baume, Yorke, & Coffey, 2004). As an indication of transparency, Hambleton (1996) suggests to check whether learners can judge themselves as accurately as trained assessors.…”

Section: Ten Quality Criteria For Capsmentioning

confidence: 99%

Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks

Baartman

Bastiaens

Kirschner

et al. 2007

Educational Research Review

238

134

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Because learning and instruction are increasingly competence-based, the call for assessment methods to adequately determine competences is growing. Using just one single assessment method is not sufficient to determine competence acquisition. This article argues for Competences Assessment Programmes (CAPs), consisting of a combination of different assessment methods, including both traditional and new forms of assessment. To develop and evaluate CAPs, criteria to determine their quality are needed. Just as CAPs are combinations of old and new forms of assessment, criteria used to evaluate CAP quality should be derived from both psychometrics and edumetrics. A framework of ten quality criteria for CAPs is presented, which is then compared to Messick's framework of construct validity. Results show that the 10-criterion framework partly overlaps with Messick's, but adds some important new criteria, which get a more prominent place in quality control issues in competence-based education.Keywords: evaluation criteria; quality control; assessment programmes; competence-based Modern societies have dramatically changed due to technological changes such as the development of information technology systems. Service industries have become knowledge oriented, production economies have become knowledge economies and production workers have become knowledge workers. Learners need to be flexible and adaptive if they are to function well in today's complex and global societies. To support the needs of these new learners, education is changing its focus from one of transmitting isolated knowledge and skills to one of acquiring complex competences, guiding learners in developing skills for learning and getting information from the diverse range of sources available in modern society. In short, education is increasingly becoming learner-centred and competence-based.As part of the larger drive to change the curriculum, assessment needs to be reformed as well. Biggs ' (1996) idea of constructive alignment between instruction, learning and assessment implies that these three elements should be based on the same underlying principles, in this case competence-based education. Birenbaum et al. state in their EARLI position paper (2006) that current assessment practices in European countries fail to address learners' needs because they tend to focus on assessment of learning instead of on assessment for learning, are limited in scope, drive teaching for assessment instead of teaching for learning, and ignore individual differences. Although part of this might be true, new assessment methods are not without problems either and some feel that the evidence against classical tests is not as strong as has been claimed (Hambleton & Murphy, 1992), and that the claim that newer forms of assessment are better suitable to address learners' needs still needs empirical confirmation (Stokking, Van der Schaaf, Jaspers, & Erkens, 2004). Still, as a consequence of the changes towards competencebased education, a call is growing for the development of a...

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What is happening when we assess, and how can we use our understanding of this to improve assessment?

Cited by 57 publications

References 10 publications

Disentangling Teaching and Summative Assessment in Higher Education? Pros and Cons from Students’ Perspectives

Disentangling Teaching and Summative Assessment in Higher Education? Pros and Cons from Students’ Perspectives

Assessment in Higher Education: The Potential for a Community of Practice to Improve Inter-marker Reliability

Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks

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