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Article: Starting small in assessment change: short in-class written responses

TitleStarting small in assessment change: short in-class written responses
Authors
KeywordsInnovative assessment
Assessment change
Short written responses
Issue Date2016
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02602938.asp
Citation
Assessment & Evaluation in Higher Education, 2016, v. 41 n. 7, p. 1114-1127 How to Cite?
AbstractThis paper is focused on an innovation which involved students being assessed on short written responses to an issue to be addressed in the following classroom session. The innovation was evaluated through a student survey; individual and focus-group interviews with participants; and the analysis of a critical friend. Positive findings included promoting student preparation and reflection; and enabling the teacher to understand students’ prior knowledge before the next session. Challenges included some student misperceptions about the assessment innovation and the difficulty of assessing the short responses efficiently and reliably. The analysis suggests that starting small is a useful principle for assessment change. The discussion also brings out some wider issues of incentives and barriers for assessment innovation, and sketches some related future research directions.
Persistent Identifierhttp://hdl.handle.net/10722/214663
ISSN
2015 Impact Factor: 1.075
2015 SCImago Journal Rankings: 0.972

 

DC FieldValueLanguage
dc.contributor.authorCarless, DR-
dc.contributor.authorZhou, J-
dc.date.accessioned2015-08-21T11:46:39Z-
dc.date.available2015-08-21T11:46:39Z-
dc.date.issued2016-
dc.identifier.citationAssessment & Evaluation in Higher Education, 2016, v. 41 n. 7, p. 1114-1127-
dc.identifier.issn0260-2938-
dc.identifier.urihttp://hdl.handle.net/10722/214663-
dc.description.abstractThis paper is focused on an innovation which involved students being assessed on short written responses to an issue to be addressed in the following classroom session. The innovation was evaluated through a student survey; individual and focus-group interviews with participants; and the analysis of a critical friend. Positive findings included promoting student preparation and reflection; and enabling the teacher to understand students’ prior knowledge before the next session. Challenges included some student misperceptions about the assessment innovation and the difficulty of assessing the short responses efficiently and reliably. The analysis suggests that starting small is a useful principle for assessment change. The discussion also brings out some wider issues of incentives and barriers for assessment innovation, and sketches some related future research directions.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02602938.asp-
dc.relation.ispartofAssessment & Evaluation in Higher Education-
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis Group inAssessment & Evaluation in Higher Education on 24 Jul 2015, available online at: http://www.tandfonline.com/doi/abs/10.1080/02602938.2015.1068272-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectInnovative assessment-
dc.subjectAssessment change-
dc.subjectShort written responses-
dc.titleStarting small in assessment change: short in-class written responses-
dc.typeArticle-
dc.identifier.emailCarless, DR: dcarless@hkucc.hku.hk-
dc.identifier.authorityCarless, DR=rp00889-
dc.description.naturepostprint-
dc.identifier.doi10.1080/02602938.2015.1068272-
dc.identifier.scopuseid_2-s2.0-84937785932-
dc.identifier.hkuros248613-
dc.identifier.volume41-
dc.identifier.issue7-
dc.identifier.spage1114-
dc.identifier.epage1127-
dc.publisher.placeUnited Kingdom-

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