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Support for assessment practice: developing the assessment design decisions framework

Bearman, Margaret, Dawson, Phillip, Boud, David, Bennett, Sue, Hall, Matt and Molloy, Elizabeth 2016, Support for assessment practice: developing the assessment design decisions framework, Teaching in higher education, vol. 21, no. 5, pp. 545-556, doi: 10.1080/13562517.2016.1160217.

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Title Support for assessment practice: developing the assessment design decisions framework
Author(s) Bearman, Margaret
Dawson, PhillipORCID iD for Dawson, Phillip orcid.org/0000-0002-4513-8287
Boud, DavidORCID iD for Boud, David orcid.org/0000-0002-6883-2722
Bennett, Sue
Hall, Matt
Molloy, Elizabeth
Journal name Teaching in higher education
Volume number 21
Issue number 5
Start page 545
End page 556
Total pages 12
Publisher Routledge
Place of publication London, Eng.
Publication date 2016
ISSN 1356-2517
1470-1294
Keyword(s) assessment
higher education
educational design
decision-making
feedback
Social Sciences
Education & Educational Research
HIGHER-EDUCATION
CONCEPTIONS
WRITTEN
MODEL
Summary There are many excellent publications outlining features of assessment and feedback design in higher education. However, university educators often find these ideas challenging to realise in practice, as much of the literature focuses on institutional change rather than supporting academics. This paper describes the conceptual development of a practical framework designed to stimulate educators’ thinking when creating or modifying assessments. We explain the concepts that underpin this practical support, including the notions of ‘assessment decisions’ and ‘assessment design phases’, as informed by relevant literature and empirical data. We also present the outcome of this work. The Assessment Design Decisions Framework. This provides key considerations in six categories: purposes, contexts, tasks, interactions, feedback processes and learning outcomes. By tracing the development of the Framework, we highlight complex ways of thinking about assessment that are relevant to those who design and deliver assessment to tertiary students.
Language eng
DOI 10.1080/13562517.2016.1160217
Field of Research 130103 Higher Education
130202 Curriculum and Pedagogy Theory and Development
1303 Specialist Studies In Education
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Grant ID Office for Learning and Teaching ID12-2254
Copyright notice ©2016, Informa UK Limited, trading as Taylor & Francis Group
Persistent URL http://hdl.handle.net/10536/DRO/DU:30082620

Document type: Journal Article
Collection: Centre for Research in Digital Learning
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Created: Fri, 08 Apr 2016, 10:31:46 EST

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