This is the way to teach
Insights from academics and students about assessment that supports learning
Bibliographic Data
| ID | 19379119 |
|---|---|
| Authors | Helen V Mclean (0000-0003-0108-5109, ,, corresponding author) |
| Year | 2018 |
| Volume | 43 |
| Issue | 8 |
| Pages | 1228-1240 |
| Publication date | 2018-11-17 |
| Peer Reviewed | Yes |
| 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 | 10.1080/02602938.2018.1446508 |
| OpenAlex | W2793824941 |
| Language | EN |
| Citations received | 8 |
| References cited | 53 |
In this study, assessment and learning is reconceptualised as an integrated and dialogic process. Positioned in a sociocultural framework, the experiences of academics and students at an Australian university were examined to understand how they think about and participate in formative assessment to support learning. Semi-structured interviews and document analysis were used to investigate the lived experience, individual meanings and context of participants. The sociocultural issues that participants emphasised were highlighted through a power, risk and reconceptualisation analytical framework. Findings showed that academics and students give high value to dialogue as a device of trust and power for building learner capacity through assessment, and that academics’ familiarity with students’ individual learning reinforces student trust in the integrity and reliability of assessment. This study contributes to understandings of learning and assessment by offering their reconceptualisation as an integrated and dialogic whole when considered from sociocultural perspectives of the lived experience and context. Importantly, the study proposes that the design of intended learning experiences in assessment can also facilitate development of specific dispositions for thinking and being in students as learners and future citizens
Dialogic · Formative assessment · Mathematics education · Pedagogy · Sociocultural evolution · Sociology · Summative assessment · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Factors that contribute to integrity of academicians in Malaysian public university
Uso de herramientas del Campus Virtual para la evaluación de competencias durante la pandemia
Realigning the dots
Online peer assessment in Galenic Pharmacy
Developing future medical educators in an Australian medical program
Learning objectives and their effects on learning and assessment preparation
Democratising assessment rubrics for international students
Are we answering the question that has been set? Exploring the gap between research and practice around examinations in higher education
Songs of Experience
Rethinking Assessment in Higher Education
Sustainable Assessment
The feedback triangle and the enhancement of dialogic feedback processes
Teachers’ beliefs and intentions concerning teaching in higher education
Learning‐oriented assessment
Formative Assessment
Having, being and higher education
Assessment and Classroom Learning
The art of case study research
Academics’ conceptions of assessment and their assessment practices
Interviews – Learning the Craft of Qualitative Research Interviewing
Assessment literacy and student learning
Views of effective college faculty
Aligning assessment with long‐term learning
From monologue to dialogue
Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes
Assessment for learning
Assessment in higher education
Rethinking feedback practices in higher education
Towards a scholarship of assessment
Improving student engagement and development through assessment
If I was going there I wouldn’t start from here
A social constructivist assessment process model
Sustainable assessment revisited
Beyond the Present and Particular
The social construction of reality
Learning for an unknown future
The Power of Feedback
Qualitative Data Analysis
Formative assessment and self-regulated learning
| Unique citing works | 8 |
|---|---|
| Citations per year | 1.33 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |