Assessment innovation and student experience: a new assessment challenge and call for a multi-perspective approach to assessment research
Authors
Bevitt, SheenaAffiliation
University of DerbyIssue Date
2014-02-26
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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.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. 103-119Journal
Assessment & Evaluation in Higher EducationDOI
10.1080/02602938.2014.890170Additional Links
http://www.tandfonline.com/doi/abs/10.1080/02602938.2014.890170Type
ArticleLanguage
enISSN
0260-29381469-297X
ae974a485f413a2113503eed53cd6c53
10.1080/02602938.2014.890170
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