Myths and legends : Changing assessment procedures and practices
Forsyth, Rachel LU
and Sweasey, Penny
(2020)
p.129-138
- Abstract
Leading change in relation to assessment is a significant challenge; almost everyone in the university is a stakeholder and they may have strong and varied views about how assessment should be managed. A baseline review of assessment practices at a large, diverse, and complex university showed that the prevailing culture around assessment was equivocal and that people were fearful of large-scale change. The resulting project, described in this chapter, aimed to develop academic leaders’ confidence in their capacity to innovate and to improve assessment management. By working together across many functional areas, significant improvement in student satisfaction was achieved, and more importantly, principles of transparency and pedagogic... (More)
Leading change in relation to assessment is a significant challenge; almost everyone in the university is a stakeholder and they may have strong and varied views about how assessment should be managed. A baseline review of assessment practices at a large, diverse, and complex university showed that the prevailing culture around assessment was equivocal and that people were fearful of large-scale change. The resulting project, described in this chapter, aimed to develop academic leaders’ confidence in their capacity to innovate and to improve assessment management. By working together across many functional areas, significant improvement in student satisfaction was achieved, and more importantly, principles of transparency and pedagogic independence in assessment design are now embedded in institutional regulations, providing a basis for cultural change.
(Less)
- author
- Forsyth, Rachel
LU
and Sweasey, Penny
- publishing date
- 2020-01-01
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- categories
- Higher Education
- host publication
- Delivering Educational Change in Higher Education : A Transformative Approach for Leaders and Practitioners - A Transformative Approach for Leaders and Practitioners
- pages
- 10 pages
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:85096257534
- ISBN
- 9780429623028
- 9780367147839
- DOI
- 10.4324/9780429053405-11
- language
- English
- LU publication?
- no
- additional info
- Publisher Copyright: © 2020 selection and editorial matter, Jackie Potter and Cristina Devecchi; individual chapters, the contributors.
- id
- 67cf42d9-849a-4ecc-a524-a8abb2098cf9
- date added to LUP
- 2022-05-02 15:10:57
- date last changed
- 2024-04-04 05:44:45
@inbook{67cf42d9-849a-4ecc-a524-a8abb2098cf9,
abstract = {{<p>Leading change in relation to assessment is a significant challenge; almost everyone in the university is a stakeholder and they may have strong and varied views about how assessment should be managed. A baseline review of assessment practices at a large, diverse, and complex university showed that the prevailing culture around assessment was equivocal and that people were fearful of large-scale change. The resulting project, described in this chapter, aimed to develop academic leaders’ confidence in their capacity to innovate and to improve assessment management. By working together across many functional areas, significant improvement in student satisfaction was achieved, and more importantly, principles of transparency and pedagogic independence in assessment design are now embedded in institutional regulations, providing a basis for cultural change.</p>}},
author = {{Forsyth, Rachel and Sweasey, Penny}},
booktitle = {{Delivering Educational Change in Higher Education : A Transformative Approach for Leaders and Practitioners}},
isbn = {{9780429623028}},
language = {{eng}},
month = {{01}},
pages = {{129--138}},
publisher = {{Taylor & Francis}},
title = {{Myths and legends : Changing assessment procedures and practices}},
url = {{http://dx.doi.org/10.4324/9780429053405-11}},
doi = {{10.4324/9780429053405-11}},
year = {{2020}},
}