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Coherence and disparity in assessment literacies among HE staff

Davies, Mark and Taras, Maddalena (2018) Coherence and disparity in assessment literacies among HE staff. London Review of Education, 16 (3). pp. 474-490. ISSN 1474-8479

Item Type: Article

Abstract

Assessment literacies are finding leverage, but there is little exploration of links between theory, practice and perceived understandings in higher education (HE). This article builds on and consolidates research that has taken place over ten years that evaluates assessment literacies among HE lecturers in education and science, and in staff developers, by presenting a comparative view of the data. The results indicate that there was generally a good understanding of theoretical and practical aspects of summative assessment across all groups. However, understandings of formative assessment showed little concordance between and within the groups, particularly among staff developers, but this group was better at clarifying the necessary link between formative assessment and feedback. Although education lecturers had a firmer grasp of central terminologies, in general there are still deficits in understanding about how these terms interrelate. Staff developers' relative weakness of understanding in some areas is of concern since this group shapes those who teach. These issues are exacerbated by a lack of acknowledgement that they exist, which may seriously hamper the development of both staff and students in clarifying processes they encounter daily. Basic shared understandings are required that can translate into personal, coherent assessment literacies. As a community we need to take on this task, because if we do not, as individuals, or individual groups, we will continue to have fragmented assessment literacies.

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More Information

Depositing User: Klaire Purvis-Shepherd

Identifiers

Item ID: 10090
Identification Number: https://doi.org/10.18546/LRE.16.3.09
ISSN: 1474-8479
URI: http://sure.sunderland.ac.uk/id/eprint/10090
Official URL: https://www.ucl-ioe-press.com/journals/london-revi...

Users with ORCIDS

ORCID for Mark Davies: ORCID iD orcid.org/0000-0003-1900-1022
ORCID for Maddalena Taras: ORCID iD orcid.org/0000-0002-8543-0047

Catalogue record

Date Deposited: 05 Nov 2018 11:25
Last Modified: 20 Jan 2023 10:09

Contributors

Author: Mark Davies ORCID iD
Author: Maddalena Taras ORCID iD

University Divisions

Faculty of Education and Society
Faculty of Education and Society > School of Education
Faculty of Health Sciences and Wellbeing

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