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Patterns of resistance in managing assessment change

Deneen,C and Boud,D 2014, Patterns of resistance in managing assessment change, Assessment and evaluation in higher education, vol. 39, no. 5, pp. 577-591, doi: 10.1080/02602938.2013.859654.

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Title Patterns of resistance in managing assessment change
Author(s) Deneen,C
Boud,DORCID iD for Boud,D orcid.org/0000-0002-6883-2722
Journal name Assessment and evaluation in higher education
Volume number 39
Issue number 5
Start page 577
End page 591
Total pages 15
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2014
ISSN 0260-2938
1469-297X
Keyword(s) academic development
assessment change
change management
dialogue
resistance
Summary Achieving change in assessment practices in higher education is difficult. One of the reasons for this is resistance among those responsible for teaching and assessing. This paper seeks to explore this resistance through an analysis of staff dialogue during a major attempt to change the assessment practices at one institution. An institution-wide intervention to pilot new assessment practices was initiated, involving 35 academics across 12 departments. This paper reports on patterns emerging in dialogue about this among academics, and between academics and educational development personnel. Findings suggest that resistance is not a unitary concept, but that different stakeholders under varied circumstances express it differently; and that resistance to assessment change is particularly resilient. Implications are discussed in terms of relevance to current theories of higher education assessment and learning change management, as well as the practical considerations of attempts by institutions to engage in assessment change. © 2013 © 2013 Taylor & Francis.
Language eng
DOI 10.1080/02602938.2013.859654
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2014, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071801

Document type: Journal Article
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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