Complexity theory – an approach to assessment that can enhance learning and – more generally – could transform university management
Bibliographic Data
| ID | 19378209 |
|---|---|
| Authors | Lewis Elton (University of Surrey, corresponding author) |
| Year | 2010 |
| Volume | 35 |
| Issue | 5 |
| Pages | 637-646 |
| Publication date | 2010-08-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602931003782533 |
| OpenAlex | W2073811313 |
| Language | EN |
| Citations received | 3 |
| References cited | 4 |
The paper discusses the continued relevance of the Humboldtian model of university education and interprets it in terms of the two fundamental concepts of complexity and collegiality. These are then applied to issues of assessment in universities. Beyond issues arising directly from complexity and collegiality, present university failings in assessment also arise from the continuation of university malpractices relating to a better understanding of the professionalisation of teaching and learning, of teaching and learning as a form of scholarship (Wissenschaft) and of the relevance of students’ freedom to learn
Collegiality · Engineering ethics · Epistemology · Faculty Development · Higher education · Mathematics education · Pedagogy · Peer evaluation · Political science · Professional development · Scholarship · Sociology · Engineering · Evaluation of Teaching Practices · Higher Education Governance and Development · Psychology · Student Assessment and Feedback
| Citations per year | 0.27 |
|---|---|
| Citation span | 2015 - 2019 (5) |
| Highly cited | No |