Conceptual acrobatics
Talking About Assessment Standards in the Transparency Era
Bibliographic Data
| ID | 4097384 |
|---|---|
| Authors | Jane Hudson (Oxford Brookes University, corresponding author), Sue Bloxham (University of Cumbria), Birgit Den Outer (0000-0002-3730-7917, Oxford Brookes University), Margaret Price (0000-0001-9117-824X, Oxford Brookes University) |
| Year | 2017 |
| Volume | 42 |
| Issue | 7 |
| Pages | 1309-1323 |
| Publication date | 2017-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2015.1092130 |
| OpenAlex | W2177811243 |
| Language | EN |
| Citations received | 11 |
| References cited | 18 |
Since their introduction in the 1990s, explicit standards documents have pervaded higher education assessment – success likely linked to their compatibility with constructive alignment and quality assurance regimes. Researchers, however, criticise that such documents are based on a misconception of standards as explicit and absolute, when in fact standards have tacit and contextual qualities that make it impossible to codify them fully. This article considers how practitioners conceive of standards. It identifies the range of concepts of standards, and looks at which were dominant or marginal in 24 external examiners’ responses to interview questions about their examining practice. The article identifies a significant gap between the theoretical positions asserted in the research literature and the conceptions held by experienced academics tasked with guaranteeing national standards. It considers implications for quality assurance and reflects on whether the dominance of transparency and accountability discourses leads academics to contort the way they talk about standards
Academic standards · Accountability · Business · Constructive · Formative assessment · Higher education · Pedagogy · Political science · Public relations · Quality assurance · Sociology · Computer Science · Evaluation of Teaching Practices · Global Educational Policies and Reforms · Law · Student Assessment and Feedback · Accounting · Marketing
Developing evaluative judgement
Supporting convergent thinking in entrepreneurship education
Using pairwise comparison and ordered exemplars as a basis for a novel method of standard setting in narrative writing
Using a logic model to evaluate rater training for EAP writing assessment
A method called action(re)call. How and why we use it
Qualitative approaches to researching evaluative judgement in pedagogical activities
‘I’m an assessment illiterate’
Democratising assessment rubrics for international students
Education as a mode of existence
Clear in advance to whom? Exploring ‘transparency’ of assessment practices in UK higher education institution assessment policy
Degree outcomes and national calibration
Situational Analysis
Equity, justice and standards
Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes
Interpretations of criteria‐based assessment and grading in higher education
Let’s stop the pretence of consistent marking
Accountability in grading student work
External examining
Mark my words
The assessment of complex tasks
Situated Learning
| Unique citing works | 11 |
|---|---|
| Citations per year | 1,38 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |