Lin Norton

Biographic Data

ID8901439
NAMELin Norton
GIVEN NAMESLin
FAMILY NAMENorton
SIGNATURENORTON L
AFFILIATIONSLiverpool Hope University
ORCID0000-0003-3635-4452
VERIFIEDYes
TOTAL WORKS10
TOTAL CITATIONS0
AUTHOR COUNT10
EDITOR COUNT0
FIRST PUBLICATION YEAR1997
LATEST PUBLICATION YEAR2023
H-INDEX0

  • Problematising the notion of ‘the excellent teacher’

    Daniela Mangione, Lin NortonARTICLETeaching in Higher Education2023

    The paper puts forward the case for vulnerability as an important element within higher education pedagogy. In a context of rapid change and competing demands in the global higher education sector, the zeitgeist is that of teaching excellence, usually measured by a market-driven metrics approach. Teachers might, therefore, feel pressured not to reveal weaknesses either to their students or to their colleagues, and might tend to position themselve…

  • Problematising pedagogical action research in formal teaching courses and academic development

    Lydia Arnold, Lin NortonARTICLEEducational Action Research2021

    In this paper, we explore action research as a method of academic development. Our focus is specifically on formal taught programmes such as PGCerts, MAs and doctoral studies as well as CPD workshops. In our dual roles as action researchers and academic developers, we had independently noticed that the type of action research that often featured as an assessed component of taught programmes held characteristics which differed from the approach th…

  • Action learning

    Cathal O’siochru, Lin Norton et al.ARTICLEEducational Action Research2021

    This paper explores the processes and outcomes of an action research project, which utilised action learning sets to explore the experiences of a community of academics, who promote pedagogical enhancement in a UK university. Five academics acted as participant action researchers in a longitudinal study exploring the issues they face within their community of practice. Action learning sets were used as the forum through which the participants cou…

  • Lecturers’ views of assessment design, marking and feedback in higher education

    Lin Norton, Sarah Floyd et al.ARTICLEAssessment & Evaluation in Higher…2019

    Research on professional assessment practice in higher education does not always take account of lecturers’ perceptions and experiences, or their disciplinary context. This questionnaire study was designed to explore lecturers’ views about three inter-related elements of professional assessment practice: assessment design, marking and feedback. It consisted of two questionnaires: the Assessment Design Inventory (ADI), previously published, and th…

  • ‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it

    Edd Pitt, Lin NortonARTICLEAssessment & Evaluation in Higher…2017

    Since the introduction of the National Student Survey (NSS) in 2005, like many other institutions, the university where this study took place has expended substantial effort in improving the quality of feedback to students. However, despite much research, changes in pedagogical approaches and shifts in conceptual understanding related to feedback practice, assessment and feedback still receive the lowest satisfaction ratings in the NSS. Lecturers…

  • Complex skills and academic writing

    James Elander, Katherine Harrington et al.ARTICLEAssessment & Evaluation in Higher…2006

    Assessment criteria are increasingly incorporated into teaching, making it important to clarify the pedagogic status of the qualities to which they refer. We reviewed theory and evidence about the extent to which four core criteria for student writing—critical thinking, use of language, structuring, and argument—refer to the outcomes of three types of learning: generic skills learning, a deep approach to learning, and complex learning. The analys…

  • Teachers’ beliefs and intentions concerning teaching in higher education

    Open AccessLin Norton, John T E Richardson et al.ARTICLEHigher Education2005

  • Using assessment criteria as learning criteria

    Lin NortonARTICLEAssessment & Evaluation in Higher…2004

    In this paper it is argued that the current trend of making assessment criteria more explicit in higher education may have a deleterious effect on students' learning. Helping students to concentrate on assessment criteria paradoxically means that they may take a strategic approach and end up focusing on the superficial aspects of their assessment tasks, rather than engaging in meaningful learning activity. One solution might be to re‐conceptualiz…

  • The Pressures of Assessment in Undergraduate Courses and their Effect on Student Behaviours

    Lin Norton, Lin S Norton et al.ARTICLEAssessment & Evaluation in Higher…2001

    267 third-year psychology students from four different UK higher education institutions took part in a study looking at their essay-writing tactics (called 'rules of the game'), cheating behaviours and approaches to studying. The results clearly showed that there was a widespread occurrence of both essay tactics and cheating and that these two types of behaviour correlated positively with each other. The findings relating to approaches to studyin…

  • Self-assessment in coursework essays

    Open AccessNigel Longhurst, Lin Norton et al.ARTICLEStudies In Educational Evaluation1997