Diversifying Assessment Methods: Barriers, Benefits and Enablers

Autor/inn/en	O'Neill, Geraldine; Padden, Lisa
Titel	Diversifying Assessment Methods: Barriers, Benefits and Enablers
Quelle	In: Innovations in Education and Teaching International, 59 (2022) 4, S.398-409 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Neill, Geraldine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2021.1880462
Schlagwörter	Student Evaluation; Evaluation Methods; Alternative Assessment; Inclusion; Barriers; Diversity; Preferences; Outcomes of Education; College Students + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Inklusion; Lernleistung; Schulerfolg; Collegestudent
Abstract	Student populations have become increasingly diverse in the past decades, but Higher Education Institutions have not been evolving their assessment practices at the same rate. This study used a survey to investigate the barriers and enablers to diversifying assessment including using student choice of assessment. In examples where educators had diversified students' assessment tasks, it also explored its benefits, outcomes and the association between familiarity, resources and success of the assessment implementation. The findings identified that student engagement and empowerment were key benefits to diversification. There was an overall perception that time and resources were the greatest barriers but this was not supported in the examples provided. The fear of grade inflation, when diversifying, appears to run counter intuitive to supporting student success in assessment. Further work needs to be done to interrogate what is meant by the concept of 'diverse assessment' and to support educators in its implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01