Pedagogical paradox or tension? What our research on assessment deadlines is telling us about constructive alignment

Cameron, Jackie; Gutu, Mavis; Kurtzke, Simone

Abstract

In this 15-minute talk, we present the theoretical twists and turns of our research on deadline extensions at The Business School, Edinburgh Napier University. We share preliminary findings of our quantitative data analysis on high-stakes assessments. We save the last five minutes for a snap debate on whether leniency helps or hinders efforts to enhance inclusivity, as we reach the final furlong of our study.

Citation

Cameron, J., Gutu, M., & Kurtzke, S. (2024, June). Pedagogical paradox or tension? What our research on assessment deadlines is telling us about constructive alignment. Presented at The Gathering: Edinburgh Napier's Learning & Teaching Conference, Edinburgh, UK

• Presentation Conference Type: Presentation / Talk
• Conference Name: The Gathering: Edinburgh Napier's Learning & Teaching Conference
• Start Date: Jun 18, 2024
• Acceptance Date: May 15, 2024
• Publication Date: Jun 18, 2024
• Deposit Date: Jun 21, 2024
• Peer Reviewed: Peer Reviewed
• Keywords: assessment deadline extensions. university education, inclusivity, Covid-19
• Public URL: http://researchrepository.napier.ac.uk/Output/3687096