Enhancing the quality and consistency of undergraduate dissertation assessment: A case study

Chaminda Pathirage, Richard Haigh, Dilanthi Amaratunga, David Baldry

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

Purpose
– This paper sets out to examine methods that can be used to enhance the quality and consistency of dissertation assessment.

Design/methodology/approach
– The paper includes a review of literature on quality, consistency and criteria of dissertation assessment to highlight the current practices in higher education. A case study approach was followed to pilot a range of assessment approaches and criteria in an attempt to measure and ultimately improve assessment consistency within the case study school's dissertation module on undergraduate programmes.

Findings
– This paper highlights the main findings of the literature and the case study phases. Outcomes of two dissertation assessment exercises, a workshop organised among dissertation assessors and an analysis of previous years' dissertation assessment results from a case study school are outlined. Findings from two dissertation assessment exercises revealed wide variation in the assessment of dissertations by the school's assessors. Hence, a dissertation workshop was organised to disseminate the results and to discuss the implications for the school's assessment practice, which identified several initiatives to enhance the quality and consistency of assessment.

Originality/value
– The need to ensure quality, consistency and improved criteria of assessment is particularly emphasised within modules where assessment is through one substantial piece of work such as a dissertation. This study highlighted the many challenges that a Programme Leader faces when devising an assessment strategy for a dissertation module.
Original languageEnglish
Pages (from-to)271-286
Number of pages16
JournalQuality Assurance in Education
Volume15
Issue number3
DOIs
Publication statusPublished - 2007
Externally publishedYes

Fingerprint

earning a doctorate
school
leader

Cite this

@article{ccd7f4ebf0be4b92beb5c759faf7a8c1,
title = "Enhancing the quality and consistency of undergraduate dissertation assessment: A case study",
abstract = "Purpose– This paper sets out to examine methods that can be used to enhance the quality and consistency of dissertation assessment.Design/methodology/approach– The paper includes a review of literature on quality, consistency and criteria of dissertation assessment to highlight the current practices in higher education. A case study approach was followed to pilot a range of assessment approaches and criteria in an attempt to measure and ultimately improve assessment consistency within the case study school's dissertation module on undergraduate programmes.Findings– This paper highlights the main findings of the literature and the case study phases. Outcomes of two dissertation assessment exercises, a workshop organised among dissertation assessors and an analysis of previous years' dissertation assessment results from a case study school are outlined. Findings from two dissertation assessment exercises revealed wide variation in the assessment of dissertations by the school's assessors. Hence, a dissertation workshop was organised to disseminate the results and to discuss the implications for the school's assessment practice, which identified several initiatives to enhance the quality and consistency of assessment.Originality/value– The need to ensure quality, consistency and improved criteria of assessment is particularly emphasised within modules where assessment is through one substantial piece of work such as a dissertation. This study highlighted the many challenges that a Programme Leader faces when devising an assessment strategy for a dissertation module.",
keywords = "Assessment, Quality, Undergraduates",
author = "Chaminda Pathirage and Richard Haigh and Dilanthi Amaratunga and David Baldry",
year = "2007",
doi = "10.1108/09684880710773165",
language = "English",
volume = "15",
pages = "271--286",
journal = "Quality Assurance in Education",
issn = "0968-4883",
publisher = "Emerald Group Publishing Ltd.",
number = "3",

}

Enhancing the quality and consistency of undergraduate dissertation assessment: A case study. / Pathirage, Chaminda; Haigh, Richard; Amaratunga, Dilanthi; Baldry, David.

In: Quality Assurance in Education, Vol. 15, No. 3, 2007, p. 271-286.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Enhancing the quality and consistency of undergraduate dissertation assessment: A case study

AU - Pathirage, Chaminda

AU - Haigh, Richard

AU - Amaratunga, Dilanthi

AU - Baldry, David

PY - 2007

Y1 - 2007

N2 - Purpose– This paper sets out to examine methods that can be used to enhance the quality and consistency of dissertation assessment.Design/methodology/approach– The paper includes a review of literature on quality, consistency and criteria of dissertation assessment to highlight the current practices in higher education. A case study approach was followed to pilot a range of assessment approaches and criteria in an attempt to measure and ultimately improve assessment consistency within the case study school's dissertation module on undergraduate programmes.Findings– This paper highlights the main findings of the literature and the case study phases. Outcomes of two dissertation assessment exercises, a workshop organised among dissertation assessors and an analysis of previous years' dissertation assessment results from a case study school are outlined. Findings from two dissertation assessment exercises revealed wide variation in the assessment of dissertations by the school's assessors. Hence, a dissertation workshop was organised to disseminate the results and to discuss the implications for the school's assessment practice, which identified several initiatives to enhance the quality and consistency of assessment.Originality/value– The need to ensure quality, consistency and improved criteria of assessment is particularly emphasised within modules where assessment is through one substantial piece of work such as a dissertation. This study highlighted the many challenges that a Programme Leader faces when devising an assessment strategy for a dissertation module.

AB - Purpose– This paper sets out to examine methods that can be used to enhance the quality and consistency of dissertation assessment.Design/methodology/approach– The paper includes a review of literature on quality, consistency and criteria of dissertation assessment to highlight the current practices in higher education. A case study approach was followed to pilot a range of assessment approaches and criteria in an attempt to measure and ultimately improve assessment consistency within the case study school's dissertation module on undergraduate programmes.Findings– This paper highlights the main findings of the literature and the case study phases. Outcomes of two dissertation assessment exercises, a workshop organised among dissertation assessors and an analysis of previous years' dissertation assessment results from a case study school are outlined. Findings from two dissertation assessment exercises revealed wide variation in the assessment of dissertations by the school's assessors. Hence, a dissertation workshop was organised to disseminate the results and to discuss the implications for the school's assessment practice, which identified several initiatives to enhance the quality and consistency of assessment.Originality/value– The need to ensure quality, consistency and improved criteria of assessment is particularly emphasised within modules where assessment is through one substantial piece of work such as a dissertation. This study highlighted the many challenges that a Programme Leader faces when devising an assessment strategy for a dissertation module.

KW - Assessment

KW - Quality

KW - Undergraduates

UR - http://www.emeraldinsight.com/loi/qae

U2 - 10.1108/09684880710773165

DO - 10.1108/09684880710773165

M3 - Article

VL - 15

SP - 271

EP - 286

JO - Quality Assurance in Education

JF - Quality Assurance in Education

SN - 0968-4883

IS - 3

ER -