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

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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.

Item Type:	Article
Subjects:	Education > Higher Education Education
Divisions:	Faculty of Education and Society > Department of Education
Depositing User:	Mark Davies
Date Deposited:	31 Oct 2016 10:34
Last Modified:	30 Nov 2018 15:07
URI:	http://sure.sunderland.ac.uk/id/eprint/6711

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