Mind the Gap: An Analysis of How Quality Assurance Processes Influence Programme Assessment Patterns

Autor/inn/en	Jessop, Tansy; McNab, Nicole; Gubby, Laura
Titel	Mind the Gap: An Analysis of How Quality Assurance Processes Influence Programme Assessment Patterns
Quelle	In: Active Learning in Higher Education, 13 (2012) 2, S.143-154 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787412441285
Schlagwörter	Foreign Countries; Educational Assessment; Formative Evaluation; Evaluation Utilization; Summative Evaluation; Institutional Evaluation; Quality Assurance; Program Evaluation; Evaluation Methods; College Programs; Certification; Qualitative Research; Student Evaluation; Intellectual Disciplines; College Faculty; College Instruction; Content Analysis; Semi Structured Interviews; Case Studies; College Environment; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; Qualitätssicherung; Programme evaluation; Programmevaluation; Studienprogramm; Abschlusszeugnis; Zertifizierung; Qualitative Forschung; Schulnote; Studentische Bewertung; Geisteswissenschaften; Fakultät; Hochschullehre; Inhaltsanalyse; Case study; Fallstudie; Case Study; Hochschulumwelt; Großbritannien
Abstract	This article explores the relationship between the lack of visible attention to formative assessment in degree specifications and its marginalization in practice. Degree specification documents form part of the quality apparatus emphasizing the accountability and certification duties of assessment. Ironically, a framework designed to assure quality may work to the exclusion of a pedagogic duty to students. This study draws on interview and documentary evidence from 14 programmes at a single UK university, supported by data from a national research project. The authors found that institutional quality frameworks focused programme leaders' attention on summative assessment, usually atomized to the modular unit. The invisibility of formative assessment in documentation reinforced the tendency of modular programmes to have high summative demands, with optional, fragmented and infrequent formative assessment. Heavy workloads, modularity and pedagogic uncertainties compounded the problem. The article concludes with reflections about facilitating a more pervasive culture of formative assessment to improve student learning. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10