Evaluating assessment strategies through collaborative evidence‐based practice: can one tool fit all?

Research Output

This paper reports on a collaborative project to improve assessment undertaken by a cross discipline group of university lecturers (Business, Engineering and Psychology) using action research methodology. First-stage analysis was based on results from an Assessment Experience Questionnaire developed by the FAST FDTL4 (Formative Assessment in Science Teaching – Fund for the Development of Teaching and Learning Phase 4) project and complementary qualitative data. Collaborative discussion of outcomes led to formulation of improvement plans within each discipline. Further conclusions were made surrounding the selected standardised tool and the process of undertaking collaborative action research across disciplines.

Type:

Article
Date:

01 April 2008
Publication Status:

Published
Publisher

Informa UK Limited
DOI:

10.1080/14703290801950310
Cross Ref:

10.1080/14703290801950310
ISSN:

1470-3297
Library of Congress:

LB2300 Higher Education
Dewey Decimal Classification:

378 Higher education
Funders:

Northumbia University

http://researchrepository.napier.ac.uk/output/851158 McDowell, L., Smailes, J., Sambell, K., Sambell, A., & Wakelin, D. (2008). Evaluating assessment strategies through collaborative evidence‐based practice: can one tool fit all?. Innovations in Education and Teaching International, 45(2), 143-153. https://doi.org/10.1080/14703290801950310

Citation

McDowell, L., Smailes, J., Sambell, K., Sambell, A., & Wakelin, D. (2008). Evaluating assessment strategies through collaborative evidence‐based practice: can one tool fit all?. Innovations in Education and Teaching International, 45(2), 143-153. https://doi.org/10.1080/14703290801950310