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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F73902941%2FTransforming_assessment_practices_in_a_higher_education_institution%3Fauto%3Ddownload"; window.loswp.translateUrl = "https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F73902941%2FTransforming_assessment_practices_in_a_higher_education_institution%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":82249554,"identifier":"Attachment_82249554","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":73902941,"created_at":"2022-03-16T12:03:56.087-07:00","from_world_paper_id":198703309,"updated_at":"2024-11-24T10:05:44.051-08:00","_data":{"publisher":"Universitat Politècnica València","grobid_abstract":"A review of institutional practices is presented to elicit the extent to which assessment practices really align with the principles of the standards-based paradigm. An institutional case presents the creation of a framework for practice and its use in evaluating institutional practices. Insights at institutional level suggest that mainstream practices and cultural change may need transformation. In particular, design, student engagement, marking and review of assessments may require strengthening. The ensuing institutional agenda to address central areas of concern have evolved into a range of institution-wide initiatives. The case illustrates how faculty and centre projects may work together to enhance the shared understanding of institutional \"good\" assessment practice and the development of communities of practice.","publication_date":"2018,6,20","publication_name":"Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18)","grobid_abstract_attachment_id":"82249554"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Transforming assessment practices in a higher education institution","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [1196436]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":82249554,"attachmentType":"pdf"}"><img alt="First page of “Transforming assessment practices in a higher education institution”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/82249554/mini_magick20220316-12294-lh1ht7.png?1647457615" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Transforming assessment practices in a higher education institution</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="1196436" href="https://nottingham.academia.edu/CarmenTomas"><img alt="Profile image of Carmen Tomas" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/1196436/2590824/6819459/s65_carmen.tomas.jpg" />Carmen Tomas</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2018, Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18)</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">6 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 73902941; 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It includes an assessment review tool, offering a practical method to take stock of current practice and look to a targeted approach to strategic change. The publication also includes further resources for staff, which can be used to support changes to assessment policy and practice. The publication builds on established evidence and two decades of extensive support for teaching, learning and assessment in UK higher education, which has been provided by a range of organisations and inititiatives. A Marked Improvement is based on: - Assessment standards: a Manifesto for Change developed by the Assessment Standards Knowledge exchange (ASKe) at Oxford Brookes University; -Work from the Centres for Excellence in Teaching and Learning at Oxford Brookes University (ASKe) and the University of Northumbria (Assessment for Learning...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A Marked Improvement: transforming assessment in higher education","attachmentId":78293269,"attachmentType":"pdf","work_url":"https://www.academia.edu/67500822/A_Marked_Improvement_transforming_assessment_in_higher_education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/67500822/A_Marked_Improvement_transforming_assessment_in_higher_education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="38655968" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/38655968/Assessment_Practices_in_Higher_Education_Myths_and_Realities">Assessment Practices in Higher Education: Myths and Realities</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="573087" href="https://independent.academia.edu/DrSANTHOSHAREEKKUZHIYIL">Dr. SANTHOSH AREEKKUZHIYIL</a></div><p class="ds-related-work--metadata ds2-5-body-xs">University News, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Assessment is an integral part of any teaching learning process. Assessment practices have a large number of functions to perform in the context of the teaching learning process. Do contemporary assessment practices perform these function is a critical question to be analysed. In this paper, an attempt has been made to analyse the myths and realities of the assessment practice in the higher education sector.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment Practices in Higher Education: Myths and Realities","attachmentId":58734964,"attachmentType":"pdf","work_url":"https://www.academia.edu/38655968/Assessment_Practices_in_Higher_Education_Myths_and_Realities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/38655968/Assessment_Practices_in_Higher_Education_Myths_and_Realities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="2307174" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/2307174/A_Marked_Improvement_transforming_assessment_in_higher_education_HEA">A Marked Improvement: transforming assessment in higher education. HEA </a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="112405" href="https://dmu.academia.edu/SusanOrr">Susan Orr</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A Marked Improvement: transforming assessment in higher education. HEA ","attachmentId":36811857,"attachmentType":"pdf","work_url":"https://www.academia.edu/2307174/A_Marked_Improvement_transforming_assessment_in_higher_education_HEA","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/2307174/A_Marked_Improvement_transforming_assessment_in_higher_education_HEA"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="3242120" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/3242120/Assessment_policy_and_practice_in_higher_education_purpose_standards_and_equity">Assessment policy and practice in higher education: purpose, standards and equity</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2718249" href="https://londonmet.academia.edu/CLeathwood">Carole Leathwood</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Assessment & Evaluation in Higher Education, 2005</p><p class="ds-related-work--abstract ds2-5-body-sm">This paper places a discussion of assessment in higher education (HE) in the UK within the wider policy context. It argues for a critical sociological analysis to consider some of the issues, themes and debates in relation to assessment in HE at this time. Recent trends in assessment policy and practice are discussed, alongside a consideration of the purposes of assessment. It examines the moral panic around standards, especially in the context of widening participation, and moves on to discuss concerns of equity in relation to assessment. Issues of identity and power relations are central to these debates, and the paper concludes with a plea for social justice, rather than selectivity and inequality, to be prioritized.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment policy and practice in higher education: purpose, standards and equity","attachmentId":32074876,"attachmentType":"docx","work_url":"https://www.academia.edu/3242120/Assessment_policy_and_practice_in_higher_education_purpose_standards_and_equity","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/3242120/Assessment_policy_and_practice_in_higher_education_purpose_standards_and_equity"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="57234871" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/57234871/Moving_Forward_or_Holding_Back_Creating_a_Culture_of_Academic_Assessment">Moving Forward or Holding Back? Creating a Culture of Academic Assessment</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="51134611" href="https://ualberta.academia.edu/M%C3%A9lanieM%C3%A9thot">Mélanie Méthot</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The Canadian Journal for the Scholarship of Teaching and Learning</p><p class="ds-related-work--abstract ds2-5-body-sm">This article analyzes data from a survey on faculty perceptions of a newly instituted assessment process at a small liberal arts campus in Canada. The survey results are compared with an analysis of the reports submitted to the assessment committee over a four-year period in order to determine whether a culture of assessment centred on students’ academic skills rather than compliance had been achieved. Although there is evidence of resistance and skepticism from a subset of faculty, we argue that overall a faculty driven process of assessment provided the space for the creation of a culture of assessment based on the explicit evaluation of identified academic skills. Our analysis examines faculty perceptions of assessment and its impact, the materials and methods of assessment used, and the overall impact of assessment on teaching on the campus.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Moving Forward or Holding Back? 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Authentic assessment arguably requires three elements: real-world practicality; cognitive challenge; and development of evaluative judgment. There is tension around the value of different kinds of knowledge and between academic and professional standards within authentic assessment. This tension is often most explicit for students completing a programme to gain accreditation against formal professional standards, for example to be a schoolteacher or nurse. Employability is one of the overlapping purposes of higher education but arguably so is global citizenship. In assessment in higher education we distinguish between ‘assessment criteria’ and ‘academic standards’. We also distinguish between ‘analytical’ and ‘holistic’ grading of student work. 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