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      Supporting the development of assessment literacy of staff through institutional process change

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            Abstract

            This paper reflects on the work done at a large UK university to redesign assessment procedures in a way that was intended to contribute to an improvement in assessment literacy for staff. Existing practice was reviewed and showed that changes in assessment processes were needed to make the organization of assessment more consistent and more transparent across the institution and to develop staff assessment literacy. Revised procedures were designed and implemented in order to make a clear distinction between institutional requirements for ensuring standards and recording outcomes, and academic decisions that ensured that assessment was designed to be appropriate for disciplinary requirements.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 December 2015
            : 13
            : 3
            : 34-41
            Article
            1474-8460(20151201)13:3L.34;1- s5.phd /ioep/clre/2015/00000013/00000003/art00005
            10.18546/LRE.13.3.05
            07d65c4e-5a46-4808-90d0-b4e662be9e9a
            Copyright @ 2015
            History
            Categories
            Assesment research commentaries

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            CHANGE,HIGHER EDUCATION,ASSESSMENT LITERACY,ASSESSMENT PROCEDURES,ASSESSMENT LIFE CYCLE,INSTITUTIONAL

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