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Assessment and its outcomes: the influence of disciplines and institutions

Simpson, Adrian

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Abstract

Existing research provides evidence at the module level of systematic differences in patterns of assessment, marks achieved and distributions of marks between different disciplines. This paper examines those issues at the degree course level, and suggests reasons for the presence or absence of those module-level relationships at this higher level. The analysis finds that both discipline and institution have large and roughly equal impact on the balance between assessment types. However, contrary to the suggestions in the literature, that balance has virtually no independent impact on degree outcomes. The analysis also discovers that, while there is only a small independent impact of disciplines on average degree marks compared to the institutional impact, disciplines do have a larger relative impact on the distribution of those marks.

Citation

Simpson, A. (2016). Assessment and its outcomes: the influence of disciplines and institutions. Assessment & Evaluation in Higher Education, 41(6), 917-937. https://doi.org/10.1080/02602938.2015.1052369

Journal Article Type Article
Acceptance Date May 12, 2015
Online Publication Date Jun 11, 2015
Publication Date Aug 1, 2016
Deposit Date May 22, 2015
Publicly Available Date Dec 11, 2016
Journal Assessment & Evaluation in Higher Education
Print ISSN 0260-2938
Electronic ISSN 1469-297X
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 41
Issue 6
Pages 917-937
DOI https://doi.org/10.1080/02602938.2015.1052369
Keywords Assessment, Disciplines, Examination performance, Quantitative research, Degree performance.

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