Evaluating assessment strategies through collaborative evidence-based practice: Can one tool fit all?

Liz McDowell; Joanne Smailes; Kay Sambell; Alistair Sambell; Delia Wakelin

doi:10.1080/14703290801950310

Evaluating assessment strategies through collaborative evidence-based practice: Can one tool fit all?

Liz McDowell, Joanne Smailes, Kay Sambell, Alistair Sambell, Delia Wakelin

Northumbria University

Research output: Contribution to journal › Article › peer-review

12 Citations (Scopus)

Abstract

This paper reports on a collaborative project to improve assessment undertaken by a cross-discipline group of university lecturers (Business, Engineering and Psychology) using action research methodology. First-stage analysis was based on results from an Assessment Experience Questionnaire developed by the FAST FDTL4 (Formative Assessment in Science Teaching - Fund for the Development of Teaching and Learning Phase 4) project and complementary qualitative data. Collaborative discussion of outcomes led to formulation of improvement plans within each discipline. Further conclusions were made surrounding the selected standardised tool and the process of undertaking collaborative action research across disciplines.

Original language	English
Pages (from-to)	143-153
Number of pages	11
Journal	Innovations in Education and Teaching International
Volume	45
Issue number	2
Early online date	1 Apr 2008
DOIs	https://doi.org/10.1080/14703290801950310
Publication status	Published - 1 May 2008
Externally published	Yes

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

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10.1080/14703290801950310Licence: Unspecified

Cite this

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AU - Wakelin, Delia

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AB - This paper reports on a collaborative project to improve assessment undertaken by a cross-discipline group of university lecturers (Business, Engineering and Psychology) using action research methodology. First-stage analysis was based on results from an Assessment Experience Questionnaire developed by the FAST FDTL4 (Formative Assessment in Science Teaching - Fund for the Development of Teaching and Learning Phase 4) project and complementary qualitative data. Collaborative discussion of outcomes led to formulation of improvement plans within each discipline. Further conclusions were made surrounding the selected standardised tool and the process of undertaking collaborative action research across disciplines.

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Evaluating assessment strategies through collaborative evidence-based practice: Can one tool fit all?

Abstract

UN SDGs

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