What do academic staff think about assessment and how can it help inform policy making and approaches to professional development?

Sarah Maguire, Lin Norton, Bill Norton

    Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review


    Institutional assessment policies risk being perceived by those who must work
    with them as managerialist, an ideology that has been argued by Vincent (2011)
    as having a destructive effect in universities. One of the problems is that
    institutional policies tend to draw on generic pedagogical principles promulgated
    in the literature (e.g. assessment for learning; authentic assessment; dialogic
    feedback). They do not take account of the discipline specific or
    practitioner/professional nature of assessment. Research shows, however, that
    differences do exist (Neumann, et.al., 2002) so in order for institutional initiatives
    to succeed, it would seem sensible to explore Shay’s (2008) suggestion that they
    explicitly feature disciplinary forms of knowledge. The research reported here is a
    large scale assessment survey carried out at two institutions, designed to find out
    what academics from different disciplines with different learning and teaching
    orientations think about assessment design, marking and feedback. The
    anonymous survey, consists of two closed item questionnaires; one exploring
    assessment design beliefs and practices and the other measuring attitudes to
    marking and feedback. In one institution, a further section has been added asking
    specifically about two recent assessment initiatives specific to that institution. At
    the end of the survey, participants have been given the opportunity to add
    anything further that they think is relevant in an open text box. The Initial
    analysis from this survey will be presented with an articulated reflection on how
    such data can help inform and strategically target professional development,
    operationalize assessment policies and inform institutional teaching and learning
    Original languageEnglish
    Title of host publication4th Assessment in Higher Education Conference
    Place of PublicationBirmingham
    Publication statusPublished - 2013
    Event4th Assessment in Higher Education Conference - Birmingham, United Kingdom
    Duration: 26 Jun 201327 Jun 2013


    Conference4th Assessment in Higher Education Conference
    Country/TerritoryUnited Kingdom
    Internet address


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