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Applying Scalability to Meet Word Count Requirements in Written Assessments.

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Title: Applying Scalability to Meet Word Count Requirements in Written Assessments.
Authors: Evans, Carl1 (AUTHOR) Carl.D.Evans@plymouth.ac.uk, Harrington, Paul1 (AUTHOR)
Source: College Teaching. Jul-Sep2026, Vol. 74 Issue 3, p197-204. 8p.
Subject Terms: *College students, *Academic support programs, *Academic achievement, *Evaluation methodology
Abstract: Using the concept "scalability," the authors examine the difficulties university students face meeting word count requirements in assessments and explore the approaches students use to address this challenge. Semi-structured interviews were conducted with students on a Business Management degree at a UK university. It was found that students gain experience of producing large word count assignments in a variety of ways, but miss opportunities to benefit from scalability to increase output more efficiently. Indicators of where teaching staff might support students more fully emerge from the study. This study provides an original focus by considering scalability as an approach adopted by students to meet word count requirements in university written assignments. It is anticipated that the findings will delineate an issue that staff had not considered before and develop practices that will improve students' performance in written assessments. [ABSTRACT FROM AUTHOR]
Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Applying Scalability to Meet Word Count Requirements in Written Assessments.
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  Data: <searchLink fieldCode="AR" term="%22Evans%2C+Carl%22">Evans, Carl</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Carl.D.Evans@plymouth.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Harrington%2C+Paul%22">Harrington, Paul</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22College+Teaching%22">College Teaching</searchLink>. Jul-Sep2026, Vol. 74 Issue 3, p197-204. 8p.
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  Data: *<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink>
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  Data: Using the concept "scalability," the authors examine the difficulties university students face meeting word count requirements in assessments and explore the approaches students use to address this challenge. Semi-structured interviews were conducted with students on a Business Management degree at a UK university. It was found that students gain experience of producing large word count assignments in a variety of ways, but miss opportunities to benefit from scalability to increase output more efficiently. Indicators of where teaching staff might support students more fully emerge from the study. This study provides an original focus by considering scalability as an approach adopted by students to meet word count requirements in university written assignments. It is anticipated that the findings will delineate an issue that staff had not considered before and develop practices that will improve students' performance in written assessments. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/87567555.2024.2352762
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        Text: English
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              Text: Jul-Sep2026
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