Disciplinary Approaches to Assessment

Autor/inn/en	Yeo, Michelle; Boman, Jennifer
Titel	Disciplinary Approaches to Assessment
Quelle	In: Journal of Further and Higher Education, 43 (2019) 4, S.482-493 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2017.1367371
Schlagwörter	Higher Education; Evaluation Methods; Student Evaluation; College Faculty; Resistance to Change; Intellectual Disciplines; Foreign Countries; Teacher Attitudes; Canada + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulnote; Studentische Bewertung; Fakultät; Geisteswissenschaften; Ausland; Lehrerverhalten; Kanada
Abstract	Change in assessment practice in higher education tends to lag behind pedagogical change. Thinking about assessment practice is, in part, related to disciplinary thinking. In this study, 27 faculty members from a broad range of disciplines were interviewed about their conceptions of assessment to help understand the distinctions and priorities of four main categories of disciplines. We uncover why university instructors may be resistant to changes in assessment practice if they perceive them not to support their disciplinary priorities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01