Skip to main content

Research Repository

Advanced Search

Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff

Reimann, N.; Sadler, I.

Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff Thumbnail


Authors

I. Sadler



Abstract

The study investigates how higher education staff understand assessment, and the relationship between these understandings and their assessment practices. Nine individuals attended a workshop that guided them through the creation of a concept map about assessment, which was subsequently discussed in one-to-one semi-structured interviews. We found considerable variation in understanding of assessment, both between and within participants, and this appeared to be a consequence of the varied contexts within which assessment operates. Some assessment practices were highly complex, and at times closely entwined with teaching. In addition, individuals’ practices helped to illuminate variation in how underlying concepts (e.g. assessment for learning) were understood. The approach supported the construction of the participants’ understanding of assessment, and enabled the exploration of the interplay between thinking and reported practice, which were closely aligned. It also drew attention to the need to further develop methodologies which capture both the complexity of thinking about assessment and real-world assessment practices.

Citation

Reimann, N., & Sadler, I. (2017). Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff. Assessment & Evaluation in Higher Education, 42(5), 724-736. https://doi.org/10.1080/02602938.2016.1184225

Journal Article Type Article
Acceptance Date Apr 1, 2016
Online Publication Date Jun 2, 2016
Publication Date Jul 4, 2017
Deposit Date Apr 4, 2016
Publicly Available Date Dec 2, 2017
Journal Assessment & Evaluation in Higher Education
Print ISSN 0260-2938
Electronic ISSN 1469-297X
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 42
Issue 5
Pages 724-736
DOI https://doi.org/10.1080/02602938.2016.1184225

Files





You might also like



Downloadable Citations