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Implementing Electronic Management of Assessment and Feedback in Higher Education

Forsyth, Rachel LU orcid ; Cullen, Rod and Stubbs, Mark (2024) p.389-405
Abstract

All assessments are events within a process that has the goal of making decisions about instruction, learning, curriculum, students, institutions, and consequences. Three underlying disciplines (i.e., psychometrics, psychology, and sociology) inform the evaluation of assessments. Error is ubiquitous in the selection of tasks that constitute an assessment, the administration, marking, reporting, and decisions contain a non-ignorable component of error that has to be mitigated. Psychological ego factors in the marker and the assessee can be maladaptive in generating responses to assessment demands; awareness of this validity threat is needed to support participants into adaptive effort. Environments, from cultural norms to government... (More)

All assessments are events within a process that has the goal of making decisions about instruction, learning, curriculum, students, institutions, and consequences. Three underlying disciplines (i.e., psychometrics, psychology, and sociology) inform the evaluation of assessments. Error is ubiquitous in the selection of tasks that constitute an assessment, the administration, marking, reporting, and decisions contain a non-ignorable component of error that has to be mitigated. Psychological ego factors in the marker and the assessee can be maladaptive in generating responses to assessment demands; awareness of this validity threat is needed to support participants into adaptive effort. Environments, from cultural norms to government policies, create contexts that can contribute greater error and psychological ego into the system, especially when high-stakes accountability pressures, as opposed to low-consequence formative support, are implemented. We conclude with suggestions of how integration of these underlying disciplines can improve the credibility and quality of higher education assessment.

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Please use this url to cite or link to this publication:
author
; and
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
Process, Psychology, Psychometrics, Reliability, Technology, Validity
host publication
Research Handbook on Innovations in Assessment and Feedback in Higher Education : Implications for Teaching and Learning - Implications for Teaching and Learning
pages
17 pages
publisher
Edward Elgar Publishing Ltd.
external identifiers
  • scopus:85186601105
ISBN
9781800881600
9781800881594
DOI
10.4337/9781800881600.00030
language
English
LU publication?
yes
id
b2b83ca6-c58b-4aae-a517-c4f466826eb0
date added to LUP
2023-04-01 12:00:28
date last changed
2025-07-05 01:18:58
@inbook{b2b83ca6-c58b-4aae-a517-c4f466826eb0,
  abstract     = {{<p>All assessments are events within a process that has the goal of making decisions about instruction, learning, curriculum, students, institutions, and consequences. Three underlying disciplines (i.e., psychometrics, psychology, and sociology) inform the evaluation of assessments. Error is ubiquitous in the selection of tasks that constitute an assessment, the administration, marking, reporting, and decisions contain a non-ignorable component of error that has to be mitigated. Psychological ego factors in the marker and the assessee can be maladaptive in generating responses to assessment demands; awareness of this validity threat is needed to support participants into adaptive effort. Environments, from cultural norms to government policies, create contexts that can contribute greater error and psychological ego into the system, especially when high-stakes accountability pressures, as opposed to low-consequence formative support, are implemented. We conclude with suggestions of how integration of these underlying disciplines can improve the credibility and quality of higher education assessment.</p>}},
  author       = {{Forsyth, Rachel and Cullen, Rod and Stubbs, Mark}},
  booktitle    = {{Research Handbook on Innovations in Assessment and Feedback in Higher Education : Implications for Teaching and Learning}},
  isbn         = {{9781800881600}},
  keywords     = {{Process; Psychology; Psychometrics; Reliability; Technology; Validity}},
  language     = {{eng}},
  pages        = {{389--405}},
  publisher    = {{Edward Elgar Publishing Ltd.}},
  title        = {{Implementing Electronic Management of Assessment and Feedback in Higher Education}},
  url          = {{http://dx.doi.org/10.4337/9781800881600.00030}},
  doi          = {{10.4337/9781800881600.00030}},
  year         = {{2024}},
}