Assessment: What Drives Innovation?

Autor/inn/en	Falchikov, Nancy; Thomson, Karen
Titel	Assessment: What Drives Innovation?
Quelle	In: Journal of University Teaching and Learning Practice, 5 (2008) 1, S.49-60, Artikel 5 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Alternative Assessment; Measurement Techniques; Measurement Objectives; Lifelong Learning; Instructional Innovation; Portfolio Assessment; Writing Assignments; Group Testing; Educational Practices; Influences; Evaluation Needs; Meta Analysis; Foreign Countries; Surveys; United Kingdom + Suchen Sie Ihr Suchwort? Messtechnik; Life-long learning; Lebenslanges Lernen; Educational Innovation; Bildungsinnovation; Portfoliobeurteilung; Gruppentest; Bildungspraxis; Influence; Einfluss; Einflussfaktor; Meta-analysis; Metaanalyse; Ausland; Survey; Umfrage; Befragung; Großbritannien
Abstract	The developing discourse which moves assessment away from a measurement model towards one of learner empowerment and the development of assessment for lifelong learning sets the context for this paper. Within this framework, we explore how the demands made on practitioners may influence current reported assessment practices. The reasons given by practitioners for implementing innovations in assessment illuminate the ways in which academics are attempting to meet these demands. Using data from a recent UK Higher Education Academy (HEA) funded literature review, we examined six different types of innovation in assessment. These were presentations and other non-written assessments; portfolios and other non conventional writing assignments; assessment of groups and collaboration; involving students in assessment; use of new technology in assessment and the how and when of guidance and feedback. Our aim was to identify the drivers to each. Evidence from this project (INNOVAS) (Hounsell et al., 2007), suggests that drivers to innovation can be broadly classified as two basic types: those which are related to the student experience (termed "internal") and those which are clearly "external". This paper explores the interface between these drivers and current higher education assessment practice as reported in recent literature. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01