The Standards for Academics' Standards-Based Assessment Practices

Autor/inn/en	Alonzo, Dennis; Mirriahi, Negin; Davison, Chris
Titel	The Standards for Academics' Standards-Based Assessment Practices
Quelle	In: Assessment & Evaluation in Higher Education, 44 (2019) 4, S.636-652 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alonzo, Dennis) ORCID (Mirriahi, Negin) ORCID (Davison, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2018.1521373
Schlagwörter	Academic Standards; Student Evaluation; College Students; Higher Education; Evaluation Criteria; Factor Analysis; Models; Educational Practices; Curriculum Design + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Faktorenanalyse; Analogiemodell; Bildungspraxis; Lehrplangestaltung
Abstract	The use of standards-based assessment (SBA) has gained prominence in higher education due to a wide range of research evidence that supports its effectiveness in improving learning and teaching. Although the concept is widely used in academic discourse and practice, it has multiple interpretations which have led to diverse assessment practices to the extent that some of these depart from the principles of SBA. To help build a common understanding of what constitutes SBA practices, we explored the construct of academic SBA practices using both theoretical and empirical approaches. We developed a tool, based on the principles of SBA emerging from practices noted in the literature and identified from focus groups. We used factor analysis to extract the dimensions of the construct and to establish empirical evidence for the utilisation of the tool using a data set of 410 academics who engaged in self-assessment. Results showed that a six-factor model is the most parsimonious among other models. We used these dimensions to develop a framework for describing academic SBA practices. The use of the framework and tool has critical implications for curriculum design, professional practice and development, and policy articulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01