Research Output

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

  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:

    Historic Funder (pre-Worktribe)

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. doi:10.1080/14703290801950310. ISSN 1470-3297

Authors

Keywords

Action research, business education, engineering education, educational psychology.

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