How university teachers design assessments: a cross-disciplinary study Bearman, Margaret, Dawson, Phillip, Bennett, Sue, Hall, Matt, Molloy, Elizabeth, Boud, David and Joughin, Gordon 2016, How university teachers design assessments: a cross-disciplinary study, Higher education, pp. 1-16, doi: 10.1007/s10734-016-0027-7. Attached Files Name Description MIMEType Size Downloads Title How university teachers design assessments: a cross-disciplinary study Author(s) Bearman, Margaret Dawson, Phillip orcid.org/0000-0002-4513-8287 Bennett, Sue Hall, Matt Molloy, Elizabeth Boud, David orcid.org/0000-0002-6883-2722 Joughin, Gordon Journal name Higher education Start page 1 End page 16 Total pages 16 Publisher Springer Place of publication Dordrecht, The Netherlands Publication date 2016-07-22 ISSN 0018-1560 1573-174X Keyword(s) assessment academic context academic experiences academic practice teaching skills Summary There are dissonances between educators’ aspirations for assessment design and actual assessment implementation in higher education. Understanding how assessment is designed ‘on the ground’ can assist in resolving this tension. Thirty-three Australian university educators from a mix of disciplines and institutions were interviewed. A thematic analysis of the transcripts indicated that assessment design begins as a response to an impetus for change. The design process itself was shaped by environmental influences, which are the circumstances surrounding the assessment design, and professional influences, which are those factors that the educators themselves bring to the process. A range of activities or tasks were undertaken, including those which were essential to all assessment design, those more selective activities which educators chose to optimise the assessment process in particular ways and meta-design processes which educators used to dynamically respond to environmental influences. The qualitative description indicates the complex social nature of interwoven personal and environmental influences on assessment design and the value of an explicit and strategic ways of thinking within the constraints and affordances of a local environment. This suggests that focussing on relational forms of professional development that develops strategic approaches to assessment may be beneficial. The role of disciplinary approaches may be significant and remains an area for future research. Notes In Press Language eng DOI 10.1007/s10734-016-0027-7 Field of Research 130202 Curriculum and Pedagogy Theory and Development 130103 Higher Education 1301 Education Systems 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 Copyright notice ©2016, Springer Science + Business Media Dordrecht Persistent URL http://hdl.handle.net/10536/DRO/DU:30086453 Document type: Journal Article Collection: Centre for Research in Assessment and Digital Learning (CRADLE) Related Links Link Description Connect to in press version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Mon, 03 Oct 2016, 14:34:00 EST Mon, 03 Oct 2016, 14:34:31 EST Tue, 04 Oct 2016, 04:01:36 EST Tue, 04 Oct 2016, 07:34:36 EST Thu, 09 Mar 2017, 05:06:05 EST Fri, 17 Mar 2017, 08:08:40 EST Fri, 17 Mar 2017, 08:23:05 EST Fri, 17 Mar 2017, 08:23:55 EST Fri, 21 Apr 2017, 13:46:16 EST Sat, 24 Jun 2017, 02:30:23 EST Sat, 15 Jul 2017, 02:33:42 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 12 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Mon, 03 Oct 2016, 14:34:31 EST

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