Disciplinary Differences and Other Variations in Assessment Cultures in Higher Education: Exploring Variability and Inconsistencies in One University in England
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| Title: | Disciplinary Differences and Other Variations in Assessment Cultures in Higher Education: Exploring Variability and Inconsistencies in One University in England |
|---|---|
| Language: | English |
| Authors: | Ylonen, Annamari (ORCID |
| Source: | Assessment & Evaluation in Higher Education. 2018 43(6):1009-1017. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Comparative Analysis, Higher Education, Foreign Countries, Summative Evaluation, Semi Structured Interviews, Formative Evaluation, Undergraduate Students, Grades (Scholastic), Intellectual Disciplines |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/02602938.2018.1425369 |
| ISSN: | 0260-2938 |
| Abstract: | This article argues that differing disciplinary assessment cultures are likely to be an important factor in explaining differences in student marks and grades both within and between higher education institutions. Using institution-wide data on undergraduate student marks over the last five years in one UK higher education institution we demonstrate variability in the distribution of marks in terms of the 'distance travelled'. This issue was further explored via interviews with senior teaching-active staff. We suggest that the distribution of marks is likely to reflect different disciplinary assessment cultures as well as complexity in the process of marking and assessment. These findings signify that it will be highly challenging, if not impossible, to establish nationally comparable learning gain measures using student mark data because of the underlying inconsistencies in the process of awarding marks. In the current higher education context, with the ongoing implementation of the Teaching Excellence Framework, it remains important to debate and further investigate these issues with all stakeholders, including students. |
| Abstractor: | As Provided |
| Number of References: | 26 |
| Entry Date: | 2018 |
| Accession Number: | EJ1184291 |
| Database: | ERIC |
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| Abstract: | This article argues that differing disciplinary assessment cultures are likely to be an important factor in explaining differences in student marks and grades both within and between higher education institutions. Using institution-wide data on undergraduate student marks over the last five years in one UK higher education institution we demonstrate variability in the distribution of marks in terms of the 'distance travelled'. This issue was further explored via interviews with senior teaching-active staff. We suggest that the distribution of marks is likely to reflect different disciplinary assessment cultures as well as complexity in the process of marking and assessment. These findings signify that it will be highly challenging, if not impossible, to establish nationally comparable learning gain measures using student mark data because of the underlying inconsistencies in the process of awarding marks. In the current higher education context, with the ongoing implementation of the Teaching Excellence Framework, it remains important to debate and further investigate these issues with all stakeholders, including students. |
|---|---|
| ISSN: | 0260-2938 |
| DOI: | 10.1080/02602938.2018.1425369 |
