Assessment matters

This guide is intended as an introduction to current debates and issues in good assessment practice in higher education. It does not claim in any sense to be comprehensive - which would require several volumes, given the rapid expansion of research into assessment issues over recent years - but rather attempts to introduce some of the key debates around both the purposes of assessment and aspects of good practice in assessment, as identified and explored in recent research. It raises questions as much as it supplies answers, with the intention of encouraging tutors to think more carefully and deeply about the purpose and nature of their assessment activities

A preliminary evaluation of using WebPA for online peer assessment of collaborative performance by groups of online distance learners

Collaborative assessment has well-recognised benefits in higher education and, in online distance learning, this type of assessment may be integral to collaborative e-learning and may have a strong influence on the student’s relationship with learning. While there are known benefits associated with collaborative assessment, the main drawback is that students perceive that their individual contribution to the assessment is not recognised. Several methods can be used to overcome this; for example, something as simple as the teacher evaluating an individual’s contribution. However, teacher assessment can be deemed as unreliable by students, since the majority of group work is not usually done in the presence of the teacher (Loddington, Pond, Wilkinson, & Wilmot, 2009). Therefore, students’ assessment of performance/contribution of themselves and their peer group in relation to the assessment task, also known as peer moderation, can be a more suitable alternative. There are a number of tools that can be used to facilitate peer moderation online, such as WebPA, which is a free, open source, online peer assessment tool developed by Loughborough University. This paper is a preliminary evaluation of online peer assessment of collaborative work undertaken by groups of students studying online at a distance at a large UK university, where WebPA was used to facilitate this process. Students’ feedback on the use of WebPA was mixed, although most of the students found the software easy to use, with few technical issues and the majority reported that they would be happy to use this again. The authors reported WebPA as a beneficial peer assessment tool

Talking across the divide: English teachers respond to the NCEA.

The implementation of the National Certificate of Educational Achievement as a single, senior secondary school qualification in New Zealand has been a fraught process marked by a good deal of acrimonious debate. This article reports on a research project that brought together two groups of secondary English teachers, one self-described as in favour of the NCEA and one as opposed to it. Both groups were invited to describe aspects of their practice, share their views on aspects of the NCEA and engage in a focus group where they explored these views with other teachers. Certain predictable trends were found in the responses of both groups but there was also an interesting degree of convergence. On the basis of this convergence, a possible way forward for reform of the NCEA is suggested

Age differences in prospective memory for everyday life intentions : A diary approach

Peer reviewedPostprin

Overruling and the Instability of Law

We investigate the evolution of common law under overruling, a system of precedent change in which appellate courts replace existing legal rules with new ones. We use a legal realist model, in which judges change the law to reflect their own preferences or attitudes, but changing the law is costly to them. The model's predictions are consistent with the empirical evidence on the overruling behavior of the U.S. Supreme Court and appellate courts. We find that overruling leads to unstable legal rules that rarely converge to efficiency. The selection of disputes for litigation does not change this conclusion. Our findings provide a rationale for the value of precedent, as well as for the general preference of appellate courts for distinguishing rather than overruling as a law-making strategy.

The structure of optimism : "Controllability affects the extent to which efficacy beliefs shape outcome expectancies"

In this article we theoretically develop and empirically test an integrative conceptual framework linking dispositional optimism as general outcome expectancy to general efficacy beliefs about internal (self) and external (instrumental social support and chance) factors as well as to general control beliefs (locus-of-control). Bandura (1997, Self-efficacy. The exercise of control (p. 23). New York: Freeman), quoted in title, suggests – at a context-specific level – that controllability moderates the impact of self-efficacy on outcome expectancies and we hypothesize that – at a general level – this also applies to dispositional optimism. We further hypothesize that locus of control moderates the impact of external-efficacy beliefs, but in the opposite direction as self-efficacy. Our survey data of 224 university students provides support for the moderation of self-efficacy and chance-efficacy. Our new conceptualization contributes to clarifying relationships between self- and external-efficacy beliefs, control beliefs, and optimism; and helps to explain why equally optimistic individuals cope very differently with adverse situations

Critical assessment issues in work-integrated learning

Assessment has long been a contentious issue in work-integrated learning (WIL) and cooperative education. Despite assessment being central to the integrity and accountability of a university and long-standing theories around best practice in assessment, enacting quality assessment practices has proven to be more difficult. Authors in this special issue on assessment highlight the need for balanced assessment approaches that reflect the highly variable experiences students encounter, and the need to keep validity and reliability paramount when constructing assessment structures. Increasingly quality and standards policies driven by more regulatory university environments are impacting on the design of assessment profiles. The value of workplace supervisors’ feedback in WIL contexts is discussed and the challenges of measuring the nuances of unpredictable, context-dependent WIL outcomes are explored. The benefits of ePorftolios are advocated and the use of these platforms as assessment tools that enable a creative way for students to provide evidence of employability capabilities highlighted