How University Teachers Design Assessments: A Cross-Disciplinary Study

Autor/inn/en	Bearman, Margaret; Dawson, Phillip; Bennett, Sue; Hall, Matt; Molloy, Elizabeth; Boud, David; Joughin, Gordon
Titel	How University Teachers Design Assessments: A Cross-Disciplinary Study
Quelle	In: Higher Education: The International Journal of Higher Education Research, 74 (2017) 1, S.49-64 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-016-0027-7
Schlagwörter	College Faculty; Teacher Attitudes; Foreign Countries; Interviews; Educational Change; Environmental Influences; Qualitative Research; Evaluation Methods; Faculty Development; Role; Intellectual Disciplines; Student Evaluation; Test Construction; Australia + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Ausland; Interviewing; Interviewtechnik; Bildungsreform; Environmental influence; Umwelteinfluss; Qualitative Forschung; Rollen; Geisteswissenschaften; Schulnote; Studentische Bewertung; Testaufbau; Australien
Abstract	There are dissonances between educators' aspirations for assessment design and actual assessment implementation in higher education. Understanding how assessment is designed "on the ground" can assist in resolving this tension. Thirty-three Australian university educators from a mix of disciplines and institutions were interviewed. A thematic analysis of the transcripts indicated that assessment design begins as a response to an "impetus for change". The design process itself was shaped by "environmental influences", which are the circumstances surrounding the assessment design, and "professional influences", which are those factors that the educators themselves bring to the process. A range of activities or tasks were undertaken, including those which were "essential" to all assessment design, those more "selective" activities which educators chose to optimise the assessment process in particular ways and "meta-design" processes which educators used to dynamically respond to environmental influences. The qualitative description indicates the complex social nature of interwoven personal and environmental influences on assessment design and the value of an explicit and strategic ways of thinking within the constraints and affordances of a local environment. This suggests that focussing on relational forms of professional development that develops strategic approaches to assessment may be beneficial. The role of disciplinary approaches may be significant and remains an area for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01