Assessment innovation and student experience: a new assessment challenge and call for a multi-perspective approach to assessment research

Hdl Handle:
http://hdl.handle.net/10545/581439
Title:
Assessment innovation and student experience: a new assessment challenge and call for a multi-perspective approach to assessment research
Authors:
Bevitt, Sheena
Abstract:
The impact of innovative assessment on student experience in higher education is a neglected research topic. This represents an important gap in the literature given debate around the marketization of higher education, international focus on student satisfaction measurement tools and political calls to put students at the heart of higher education in the UK. This paper reports on qualitative findings from a research project examining the impact of assessment preferences and familiarity on student attainment and experience. It argues that innovation is defined by the student, shaped by diverse assessment experiences and preferences and therefore its impact is difficult to predict. It proposes that future innovations must explore assessment choice mechanisms which allow students to shape their own assessments. Cultural change and staff development will be required to achieve this. To be accepted, assessment for student experience must be viewed as a complementary layer within a complex multi perspective model of assessment which also embraces assessment of learning, assessment for learning and assessment for life long learning. Further research is required to build a meta theory of assessment to enhance the synergies between these alternative approaches and to minimise tensions between them.
Affiliation:
University of Derby
Citation:
Bevitt, S 2015, 'Assessment innovation and student experience: A new assessment challenge and call for a multi-perspective approach to assessment research', Assessment & Evaluation In Higher Education, 40, 1, pp. 103-119
Journal:
Assessment & Evaluation in Higher Education
Issue Date:
26-Feb-2014
URI:
http://hdl.handle.net/10545/581439
DOI:
10.1080/02602938.2014.890170
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/02602938.2014.890170
Type:
Article
Language:
en
ISSN:
0260-2938; 1469-297X
Appears in Collections:
Derby Business School

Full metadata record

DC FieldValue Language
dc.contributor.authorBevitt, Sheenaen
dc.date.accessioned2015-10-30T13:25:49Zen
dc.date.available2015-10-30T13:25:49Zen
dc.date.issued2014-02-26en
dc.identifier.citationBevitt, S 2015, 'Assessment innovation and student experience: A new assessment challenge and call for a multi-perspective approach to assessment research', Assessment & Evaluation In Higher Education, 40, 1, pp. 103-119en
dc.identifier.issn0260-2938en
dc.identifier.issn1469-297Xen
dc.identifier.doi10.1080/02602938.2014.890170en
dc.identifier.urihttp://hdl.handle.net/10545/581439en
dc.description.abstractThe impact of innovative assessment on student experience in higher education is a neglected research topic. This represents an important gap in the literature given debate around the marketization of higher education, international focus on student satisfaction measurement tools and political calls to put students at the heart of higher education in the UK. This paper reports on qualitative findings from a research project examining the impact of assessment preferences and familiarity on student attainment and experience. It argues that innovation is defined by the student, shaped by diverse assessment experiences and preferences and therefore its impact is difficult to predict. It proposes that future innovations must explore assessment choice mechanisms which allow students to shape their own assessments. Cultural change and staff development will be required to achieve this. To be accepted, assessment for student experience must be viewed as a complementary layer within a complex multi perspective model of assessment which also embraces assessment of learning, assessment for learning and assessment for life long learning. Further research is required to build a meta theory of assessment to enhance the synergies between these alternative approaches and to minimise tensions between them.en
dc.language.isoenen
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/02602938.2014.890170en
dc.rightsArchived with thanks to Assessment & Evaluation in Higher Educationen
dc.subjectAssessmenten
dc.subjectInnovationen
dc.subjectStudent experienceen
dc.subjectLearningen
dc.subjectChoiceen
dc.subjectEmotionen
dc.titleAssessment innovation and student experience: a new assessment challenge and call for a multi-perspective approach to assessment researchen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalAssessment & Evaluation in Higher Educationen
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