Assessing assessment at The University of Bolton

Kitchener, David A. ORCID: 0000-0003-1057-9813 (2010) Assessing assessment at The University of Bolton. Discussion Paper. University of Bolton.

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Abstract

An analysis of the types of assessment within the University as recorded on the validated module database against the highest weighting level revealed a wide variety of imaginative approaches to measuring student engagement reflecting the commitment and professionalism of staff in providing an educational context that is varied and meaningful. Whilst acknowledging this strength, it is argued that further flexibility is required to more exactly measure the abilities of a diverse student body both in assessment timing and form, the emphasis presently being very much upon tutor-led modes with insufficient attention given to recognising the potential of students to contribute to the assessment process. Assessment is an integral part of the learning and teaching experience and by creating a more fluid approach it is suggested that it is possible without compromising academic rigour to more exactly celebrate and recognise achievement which will further enhance retention and HEFCE funding. It is also suggested we over assess by occasionally repeating the measurement of learning outcomes and more diagnostic initial assessment to help understand developmental needs should be applied.

Item Type: Monograph (Discussion Paper)
Uncontrolled Keywords: initial, diagnostic, formative, retention, measurement, summative assessment, timing
Divisions: School of Education and Psychology > Education
Depositing User: Scott Wilson
Date Deposited: 26 Nov 2013 12:49
Last Modified: 08 Mar 2018 10:17
URI: http://ubir.bolton.ac.uk/id/eprint/204

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