Evaluating assessment strategies through collaborative evidence‐based practice: can one tool fit all?

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

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.

Citation

McDowell, L., Smailes, J., Sambell, K., Sambell, A., & Wakelin, D. (2008). Evaluating assessment strategies through collaborative evidence‐based practice: can one tool fit all?. Innovations in Education and Teaching International, 45(2), 143-153. https://doi.org/10.1080/14703290801950310

• Journal Article Type: Article
• Online Publication Date: Apr 1, 2008
• Publication Date: 2008-05
• Deposit Date: May 24, 2017
• Journal: Innovations in Education and Teaching International
• Print ISSN: 1470-3297
• Electronic ISSN: 1470-3300
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 45
• Issue: 2
• Pages: 143-153
• DOI: https://doi.org/10.1080/14703290801950310
• Keywords: Action research, business education, engineering education, educational psychology.
• Public URL: http://researchrepository.napier.ac.uk/Output/851158