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Supporting the development of assessment literacy of staff through institutional process change

Forsyth, Rachel LU orcid ; Cullen, Rod ; Ringan, Neil and Stubbs, Mark (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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author
; ; and
publishing date
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}},
}