How might inclusive approaches to assessment enhance student learning in HE?

2.50
Hdl Handle:
http://hdl.handle.net/10545/196678
Title:
How might inclusive approaches to assessment enhance student learning in HE?
Authors:
Butcher, John; Sedgwick, Paul; Lazard, Lisa; Hey, Jayne
Abstract:
This article reports some of the results from an investigation into issues around inclusivity in assessment undertaken at the University of Northampton (2009-2010). The Assess4success research project was conducted within a framework provided by the Higher Education Academy Summit programme on inclusive learning and teaching, and sought to explore the extent to which inclusivity, (a high level commitment in the university’s access and teaching policies), was embedded in students’ experiences of assessment. Drawing on internal quantitative data across the institution suggesting specific groups were more likely to struggle with summative assessment in Year 1, and qualitative data exploring sample student experiences in relation to formative assessment tasks, a series of generic recommendations to enhance the inclusivity of assessment practice both in the host institution and across the sector are offered.
Affiliation:
University of Northampton
Publisher:
University of Northampton
Journal:
Enhancing the Learner Experience in Higher Education
Issue Date:
2010
URI:
http://hdl.handle.net/10545/196678
Additional Links:
http://journals.northampton.ac.uk/index.php/elehe/article/viewFile/14/19
Type:
Article
Language:
en
Appears in Collections:
Learning & Teaching

Full metadata record

DC FieldValue Language
dc.contributor.authorButcher, Johnen
dc.contributor.authorSedgwick, Paulen
dc.contributor.authorLazard, Lisaen
dc.contributor.authorHey, Jayneen
dc.date.accessioned2011-12-09T12:48:43Z-
dc.date.available2011-12-09T12:48:43Z-
dc.date.issued2010-
dc.identifier.urihttp://hdl.handle.net/10545/196678-
dc.description.abstractThis article reports some of the results from an investigation into issues around inclusivity in assessment undertaken at the University of Northampton (2009-2010). The Assess4success research project was conducted within a framework provided by the Higher Education Academy Summit programme on inclusive learning and teaching, and sought to explore the extent to which inclusivity, (a high level commitment in the university’s access and teaching policies), was embedded in students’ experiences of assessment. Drawing on internal quantitative data across the institution suggesting specific groups were more likely to struggle with summative assessment in Year 1, and qualitative data exploring sample student experiences in relation to formative assessment tasks, a series of generic recommendations to enhance the inclusivity of assessment practice both in the host institution and across the sector are offered.en
dc.language.isoenen
dc.publisherUniversity of Northamptonen
dc.relation.urlhttp://journals.northampton.ac.uk/index.php/elehe/article/viewFile/14/19en
dc.subjectInclusivity in HEen
dc.subjectUndergraduate achievementen
dc.subjectAssessment in HEen
dc.titleHow might inclusive approaches to assessment enhance student learning in HE?en
dc.typeArticleen
dc.contributor.departmentUniversity of Northamptonen
dc.identifier.journalEnhancing the Learner Experience in Higher Educationen
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