Supporting the development of assessment literacy of staff through institutional process change
(2015) In London Review of Education 13(3). p.34-41- Abstract
This paper reflects on the work done at a large UK university to redesign assessment procedures in a way that was intended to contribute to an improvement in assessment literacy for staff. Existing practice was reviewed and showed that changes in assessment processes were needed to make the organization of assessment more consistent and more transparent across the institution and to develop staff assessment literacy. Revised procedures were designed and implemented in order to make a clear distinction between institutional requirements for ensuring standards and recording outcomes, and academic decisions that ensured that assessment was designed to be appropriate for disciplinary requirements.
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https://lup.lub.lu.se/record/86578f26-afe7-48cb-a288-61a52ee76d43
- author
- Forsyth, Rachel LU ; Cullen, Rod ; Ringan, Neil and Stubbs, Mark
- publishing date
- 2015
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Assessment life cycle, Assessment literacy, Assessment procedures, Higher education, Institutional change
- categories
- Higher Education
- in
- London Review of Education
- volume
- 13
- issue
- 3
- pages
- 8 pages
- publisher
- Routledge
- external identifiers
-
- scopus:84994910761
- ISSN
- 1474-8460
- DOI
- 10.18546/LRE.13.3.05
- language
- English
- LU publication?
- no
- additional info
- Publisher Copyright: © 2015 Forsyth, Cullen, Ringan, and Stubbs.
- id
- 86578f26-afe7-48cb-a288-61a52ee76d43
- date added to LUP
- 2022-05-02 15:14:01
- date last changed
- 2024-02-17 23:18:01
@misc{86578f26-afe7-48cb-a288-61a52ee76d43, abstract = {{<p>This paper reflects on the work done at a large UK university to redesign assessment procedures in a way that was intended to contribute to an improvement in assessment literacy for staff. Existing practice was reviewed and showed that changes in assessment processes were needed to make the organization of assessment more consistent and more transparent across the institution and to develop staff assessment literacy. Revised procedures were designed and implemented in order to make a clear distinction between institutional requirements for ensuring standards and recording outcomes, and academic decisions that ensured that assessment was designed to be appropriate for disciplinary requirements.</p>}}, author = {{Forsyth, Rachel and Cullen, Rod and Ringan, Neil and Stubbs, Mark}}, issn = {{1474-8460}}, keywords = {{Assessment life cycle; Assessment literacy; Assessment procedures; Higher education; Institutional change}}, language = {{eng}}, number = {{3}}, pages = {{34--41}}, publisher = {{Routledge}}, series = {{London Review of Education}}, title = {{Supporting the development of assessment literacy of staff through institutional process change}}, url = {{http://dx.doi.org/10.18546/LRE.13.3.05}}, doi = {{10.18546/LRE.13.3.05}}, volume = {{13}}, year = {{2015}}, }