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Assessment might dictate the curriculum, but what dictates assessment?
journal contribution
posted on 2013-01-01, 00:00 authored by Phillip DawsonPhillip Dawson, Margaret BearmanMargaret Bearman, David BoudDavid Boud, Matt Hall, Elizabeth K Molloy, Sue Bennett, Gordon JoughinGordon JoughinAlmost all tertiary educators make assessment choices, for example, when they create an assessment task, design a rubric, or write multiple-choice items. Educators potentially have access to a variety of evidence and materials regarding good assessment practice but may not choose to consult them or be successful in translating these into practice. In this article, we propose a new challenge for the Scholarship of Teaching and Learning: the need to study the disjunction between proposals for assessment “best practice” and assessment in practice by examining the assessment decision-making of teachers. We suggest that assessment decision-making involves almost all university teachers, occurs at multiple levels, and is influenced by expertise, trust, culture, and policy. Assessment may dictate the curriculum from the student’s perspective, and we argue that assessment decision-making dictates assessment.
History
Journal
Teaching & learning inquiryVolume
1Issue
1Pagination
107 - 111Publisher
Indiana University PressLocation
Bloomington, In.Publisher DOI
ISSN
2167-4779eISSN
2167-4787Language
engPublication classification
C1.1 Refereed article in a scholarly journalCopyright notice
2013, Indiana University PressUsage metrics
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