Assessment beliefs of higher education staff developers
Taras, Maddalena and Davies, Mark (2017) Assessment beliefs of higher education staff developers. London Review of Education, 13 (1). pp. 126-140. ISSN 1474-8460
Item Type: | Article |
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Abstract
This research focuses on the assessment literacy, that is the understandings of assessment terminologies and how they relate to each other in academic staff developers in the UK, collected via questionnaires and semi-structured interviews. Academic staff developers have been trained and certified to support new higher education lecturers in learning, teaching and assessment practices, and provide continuous professional development for more experienced staff. Results showed inconsistent and differing understandings between and within individuals: these inconsistencies may reflect the lack of consistency of terminology in the literature. This lack of common understanding has far reaching implications and needs reconciling to enhance personal and collective assessment literacies, particularly since our respondents have responsibility for training the next generation of academics.
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More Information
Depositing User: Mark Davies |
Identifiers
Item ID: 6711 |
Identification Number: https://doi.org/10.18546/LRE.15.1.11 |
ISSN: 1474-8460 |
URI: http://sure.sunderland.ac.uk/id/eprint/6711 | Official URL: http://www.ingentaconnect.com/contentone/ioep/clre... |
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Catalogue record
Date Deposited: 31 Oct 2016 10:34 |
Last Modified: 20 Jan 2023 10:09 |
Author: | Maddalena Taras |
Author: | Mark Davies |
University Divisions
Faculty of Education and SocietyFaculty of Education and Society > School of Education
Faculty of Health Sciences and Wellbeing
Subjects
Education > Higher EducationEducation
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