Exploring Complexities in the Reform of Assessment Practice: A Critical Realist Perspective

Autor/inn/en	Roberts, Chris; Khanna, Priya; Lane, Andrew Stuart; Reimann, Peter; Schuwirth, Lambert
Titel	Exploring Complexities in the Reform of Assessment Practice: A Critical Realist Perspective
Quelle	In: Advances in Health Sciences Education, 26 (2021) 5, S.1641-1657 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roberts, Chris) ORCID (Khanna, Priya) ORCID (Lane, Andrew Stuart) ORCID (Reimann, Peter) ORCID (Schuwirth, Lambert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-021-10065-8
Schlagwörter	Student Evaluation; Alternative Assessment; Educational Change; Test Validity; Feedback (Response); Best Practices; Test Theory; Learner Engagement; Evidence Based Practice; Realism + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Bildungsreform; Testvalidität; Testtheorie; Realismus
Abstract	Although the principles behind assessment "for" and "as" learning are well-established, there can be a struggle when reforming traditional assessment "of" learning to a program which encompasses assessment "for" and "as" learning. When introducing and reporting reforms, tensions in faculty may arise because of differing beliefs about the relationship between assessment and learning and the rules for the validity of assessments. Traditional systems of assessment "of" learning privilege objective, structured quantification of learners' performances, and are done "to" the students. Newer systems of assessment promote assessment "for" learning, emphasise subjectivity, collate data from multiple sources, emphasise narrative-rich feedback to promote learner agency, and are done "with" the students. This contrast has implications for implementation and evaluative research. Research of assessment which is done to students typically asks, "what works", whereas assessment that is done "with" the students focuses on more complex questions such as "what works, for whom, in which context, and why?" We applied such a critical realist perspective drawing on the interplay between structure and agency, and a systems approach to explore what theory says about introducing programmatic assessment in the context of pre-existing traditional approaches. Using a reflective technique, the internal conversation, we developed four factors that can assist educators considering major change to assessment practice in their own contexts. These include enabling positive learner agency and engagement; establishing argument-based validity frameworks; designing purposeful and eclectic evidence-based assessment tasks; and developing a shared narrative that promotes reflexivity in appreciating the complex relationships between assessment and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01