Supporting the development of assessment literacy of staff through institutional process change. (1st December 2015)

• Record Type: Journal Article
• Authors: Forsyth, Rachel; Cullen, Rod; Ringan, Neil; Stubbs, Mark
• Is Part Of: London review of education. Volume 13:Number 3(2015)
• Page Start: 34
• Page End: 41
• Publication Date: 2015-12-01
• Subjects: ASSESSMENT LITERACY -- ASSESSMENT PROCEDURES -- ASSESSMENT LIFE CYCLE -- INSTITUTIONAL -- CHANGE -- HIGHER EDUCATION; Education -- Research -- Periodicals; 370.05
• DOI: 10.18546/LRE.13.3.05
• Languages: English
• ISSNs: 1474-8460

Abstract

Abstract : This paper reflects on the work done at a large UK university to redesign assessment procedures in a way that was intended to contribute to an improvement in assessment literacy for staff. Existing practice was reviewed and showed that changes in assessment processes were needed to make the organization of assessment more consistent and more transparent across the institution and to develop staff assessment literacy. Revised procedures were designed and implemented in order to make a clear distinction between institutional requirements for ensuring standards and recording outcomes, and academic decisions that ensured that assessment was designed to be appropriate for disciplinary requirements.