Article1996

Assessing Learning Quality: reconciling institutional, staff and educational demands

179 citations0/0 files storedAssessment & Evaluation in Higher Education

No readable copy stored yet — this record is metadata only.

Evaluation of Teaching Practices Student Assessment and Feedback Educational Assessment and Pedagogy

Abstract

Two major frameworks for educational decision making, including decisions on assessment, can be distinguished: quantitative, whichis adequate for construing some kinds of learning; and qualitative, which should be the appropriate framework for enabling decisions flowing from most tertiary educational aims. However, for various reasons, institutions implicitly encourage a quantitative framework for assessment‐related decision making, particularly evident in the recent emphasis on accountability and performance indicators. This is unfortunate because, through the backwash effect, quantitative modes of assessment encourage surface approaches to learning, which typically lead to low cognitive‐level outcomes that are not compatible with stated course objectives. It is argued that an institution and its educational practices comprise a system in equilibrium, and that if educational goals are to be realised, the whole system needs to be compatible with those aims.

Citations in this library

Stored only when both papers are in the corpus — 179 citations exist upstream.

References

1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*1989The Psychology of Written Composition 1987Student Approaches to Learning and Studying 1988The Impact of Classroom Evaluation Practices on Students 1988Learning Strategies and Learning Styles 1989Approaches to the Enhancement of Tertiary Teaching 2007Educational Leadership 1988Improving Learning : New Perspectives

Cited by

2006Redesigning a learning and assessment environment: The influence on students' perceptions of assessment demands and their learning strategies 2004Teacher Education Students' Epistemological Beliefs 2008Forms of assessment and their potential for enhancing learning: conceptual and cultural issues 2000Learning to Learn: More than a skill set 2016Fostering pre-service teachers' self-regulated learning through self- and peer assessment of wiki projects 2007A cross-cultural study of Chinese and Flemish university students: Do they differ in learning conceptions and approaches to learning?

Imported from OpenAlex (CC0) — nothing here is generated.