Assessment Thresholds for Academic Staff: Constructive Alignment and Differentiation of Standards

Autor/in	Simper, Natalie
Titel	Assessment Thresholds for Academic Staff: Constructive Alignment and Differentiation of Standards
Quelle	In: Assessment & Evaluation in Higher Education, 45 (2020) 7, S.1016-1030 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1718600
Schlagwörter	Assessment Literacy; College Faculty; Foreign Countries; Student Evaluation; Fundamental Concepts; Change; Evaluation Problems; Language Usage; Alignment (Education); Standards; Australia; Canada; Sweden + Suchen Sie Ihr Suchwort? Fakultät; Ausland; Schulnote; Studentische Bewertung; Grundlagenplan; Konzept; Wandel; Sprachgebrauch; Standard; Australien; Kanada; Schweden
Abstract	This qualitative study utilized episodic narrative interviews to investigate assessment thresholds involved in the development of assessment literacy. The goal of the study was to inform efforts toward quality improvements in higher education. Thirty-five academic staff from universities in Australia, Canada and Sweden shared stories of significant changes they made to their assessment practice. Thematic analysis found troublesome aspects to include instructor expectations, lack of consistency, differentiation of performance, student expectations, time constraints/workload, logistical/technological constraints and assessment policy. A belief in meaningful learning, embracing constraints and the desire to meet the needs of students, added to other enablers for assessment change, such as resources, support and strategic use of technology. Findings suggested assessment thresholds of "constructive alignment and differentiation of standards." Reflection, collaboration and professional development were found to support the integration of assessment knowledge and build conceptual understanding of assessment thresholds. Authors recommend that higher education institutions provide academic staff with a foundation of conceptual understanding of these key areas to promote moves toward quality assessment practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01