Playing by the Many Rules: Taught Masters and Their Assessment Regulations
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| Title: | Playing by the Many Rules: Taught Masters and Their Assessment Regulations |
|---|---|
| Language: | English |
| Authors: | Shaun Le Boutillier (ORCID |
| Source: | Assessment & Evaluation in Higher Education. 2024 49(8):1035-1047. |
| Availability: | Routledge. 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: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Degree Requirements, Evaluation, Masters Programs, Governance, Universities, Differences, Institutional Characteristics, Awards, Achievement Rating |
| Geographic Terms: | United Kingdom (England), United Kingdom (Wales) |
| DOI: | 10.1080/02602938.2024.2336168 |
| ISSN: | 0260-2938 1469-297X |
| Abstract: | In recent years the taught masters course has become an even more important component of the curriculum portfolio for universities in the UK and elsewhere. In the spring of 2021, the Student Assessment and Classification Working Group (SACWG) surveyed a small number of English and Welsh universities to compare assessment regulations for taught masters courses. The survey revealed substantial differences in the use and application of rules between institutions. The issue of divergence and convergence of the principles on which assessment rules are based was discussed further at a SACWG seminar that took place the following year. At this event, participants took part in a thought experiment that required them to set aside any prior application of assessment regulations and to attempt to agree on the rules for taught masters courses. These group discussions provided a high degree of openness and positivity. We discuss the results of the survey, the seminar and the experiment. We consider, also, the benefits of generating an open dialogue that aims to increase consistency of practice and understanding of the educational value of key assessment rules in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451440 |
| Database: | ERIC |
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| Abstract: | In recent years the taught masters course has become an even more important component of the curriculum portfolio for universities in the UK and elsewhere. In the spring of 2021, the Student Assessment and Classification Working Group (SACWG) surveyed a small number of English and Welsh universities to compare assessment regulations for taught masters courses. The survey revealed substantial differences in the use and application of rules between institutions. The issue of divergence and convergence of the principles on which assessment rules are based was discussed further at a SACWG seminar that took place the following year. At this event, participants took part in a thought experiment that required them to set aside any prior application of assessment regulations and to attempt to agree on the rules for taught masters courses. These group discussions provided a high degree of openness and positivity. We discuss the results of the survey, the seminar and the experiment. We consider, also, the benefits of generating an open dialogue that aims to increase consistency of practice and understanding of the educational value of key assessment rules in higher education. |
|---|---|
| ISSN: | 0260-2938 1469-297X |
| DOI: | 10.1080/02602938.2024.2336168 |
