Struggling and Juggling: A Comparison of Student Assessment Loads across Research and Teaching-Intensive Universities

Autor/inn/en	Tomas, Carmen; Jessop, Tansy
Titel	Struggling and Juggling: A Comparison of Student Assessment Loads across Research and Teaching-Intensive Universities
Quelle	In: Assessment & Evaluation in Higher Education, 44 (2019) 1, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tomas, Carmen) ORCID (Jessop, Tansy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2018.1463355
Schlagwörter	Foreign Countries; Student Evaluation; Summative Evaluation; Formative Evaluation; Undergraduate Students; Research Universities; Institutional Characteristics; Comparative Analysis; Incidence; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Forschungseinrichtung; Vorkommen; Großbritannien
Abstract	In spite of the rising tide of metrics in UK higher education, there has been scant attention paid to assessment loads, when evidence demonstrates that heavy demands lead to surface learning. Our study seeks to redress the situation by defining assessment loads and comparing them across research and teaching intensive universities. We clarify the concept of 'assessment load' in response to findings about high volumes of summative assessment on modular degrees. We define assessment load across whole undergraduate degrees, according to four measures: the volume of summative assessment; volume of formative assessment; proportion of examinations to coursework; number of different varieties of assessment. All four factors contribute to the weight of an assessment load, and influence students' approaches to learning. Our research compares programme assessment data from 73 programmes in 14 UK universities, across two institutional categories. Research-intensives have higher summative assessment loads and a greater proportion of examinations; teaching-intensives have higher varieties of assessment. Formative assessment does not differ significantly across both university groups. These findings pose particular challenges for students in different parts of the sector. Our study questions the wisdom that 'more' is always better, proposing that lighter assessment loads may make room for 'slow' and deep learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01