Developing research-informed assessment practice in education programmes

Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 (2018) Developing research-informed assessment practice in education programmes. In: Faculty of Education Conference: Student Experience, 29 June 2018, Newman University, Birmingham, UK. (Unpublished)

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Abstract

In considering assessment practice in education programmes it is important to consider three contextual issues. First, that teaching is a complex activity that looks easy to ill-informed policy makers. Second, that the dominant but crumbling ideological and policy framework of Neoliberalism has positioned higher education students as entrepreneurs and distorted understanding of the wider purposes of education, reducing it to a weak version of oven-ready employability. Third, that a social realist perspective, that a curriculum should include both knowledge and ways of knowing within the subject discipline, applies equally to curriculum in school and in higher education. Within this context I will adopt a ‘realistic clinical practice’ model of teacher education and focus on high leverage core practices of assessment in higher education. For the university tutor I will consider these core practices of assessment as including: grading student work; planning and facilitating learning activities; transparency (providing assessment guidance); formative assessment; and evaluation of teaching. For each of these core practices, but with a more in-depth focus on grading, I will introduce key research findings that have implications for assessment practice. I will argue that assessment practice in education programmes should be developed through programme team level collaborative professional inquiry and practitioner research. For those tutors working on teacher education programmes this has the added bonus of modelling inquiry-based teaching to student teachers. This approach to developing taught programmes offers a shift towards collective instructional leadership in higher education as activist resistance to the corporate managerialism that has become paradigmatic during the Neoliberal era.

Item Type:	Conference or Workshop Item (Keynote)
Departments:	Learning Education and Development (LED)
Additional Information:	Pete Boyd, Professor of Professional Learning and Director of the LED Research Centre at the University of Cumbria, UK & Visiting Professor of Academic Development, Newman University, UK.
Depositing User:	Pete Boyd
Date Deposited:	19 Jul 2018 14:43
Last Modified:	12 Jan 2024 20:15
URI:	https://insight.cumbria.ac.uk/id/eprint/4004

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