Assessment clarity, innovation and variety – do verification and moderation cultures impact the student assessment experience?

Cheryl Gordon

Abstract below...

The poster presented for discussion attempts to problematise assessment design practices within Business and Management studies.  In particular, the focus is upon first year Business and Management student experiences of assessment design and requirements and the surrounding influences upon their engagement with the assessment ‘regime’ in their discipline.
 

The poster debate is underpinned by findings taken from 22 student interviews over 2 academic years with first year undergraduate Business and Management students.  The findings from these interviews indicate that commonly students embrace the prospect of a varied, stimulating and transparent regime of assessment when transitioning from FE to HE (Taylor 1994).  However, the reality does not always live up to expectations and students find themselves faced with repetitive, standardised, often ambiguous assessments with limited answer options.  This challenges a number of widely held assumptions around student ‘preparedness’ for assessment in Higher Education.  Specifically these results indicate a need to place more emphasis upon assessment practices that students transition ‘to’ rather than those they transition ‘from’ as is the frequently accepted discourse.

The poster presentation attempts to explore the sociological paradigm within which assessment practices are developed in the current UK HE environment.    More particularly, it aspires to engage in debate around accountability-led monitoring systems (Shore and Wright 2000) and the resulting academic culture surrounding assessment protocols such as verification and moderation as limiters in the assessment design process (Hoecht 2006).   

This presentation links to a number of themes pertinent to the conference, in particular professional identities and the subsequent practices which impact upon learner experience and engagement.

Hoecht, A. (2006) ‘Quality assurance in UK higher education: Issues of trust, control, professional autonomy and accountability’  Higher Education Vol 51 pp541-563

Shore, C. and Wright, S. (2000) ‘Coercive accountability.  The rise of audit culture in higher education’  in Strathern, M. (Ed.) Audit Cultures. Anthropological studies in accountability, ethics and the academy   London: Routledge

Taylor, C. (1994) Assessment for Measurement or Standards: The Peril and Promise of Large-Scale Assessment Reform  American Educational Research Journal  Vol 31 (2) pp 231 – 262