Unfit for purpose? Rethinking the language of assessment for Widening Participation students
| Autor: | Jonathan Hughes, Elaine McPherson, Laura Hills, Isobel Shelton, John Butcher, Anactoria Clarke |
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| Rok vydání: | 2017 |
| Předmět: |
media_common.quotation_subject
05 social sciences 050401 social sciences methods 050301 education Inclusive practice law.invention Scholarship Documentation 0504 sociology law Perception Assimilation (phonology) Pedagogy CLARITY Sociology TUTOR 0503 education computer media_common computer.programming_language |
| Zdroj: | Widening Participation and Lifelong Learning. 19:27-46 |
| ISSN: | 1466-6529 2045-2713 |
| DOI: | 10.5456/wpll.19.2.27 |
| Popis: | This article explores learning from a scholarship project which sought to identify principles of best inclusive practice in the language of assessment. Our focus was on an Access Programme, aimed at preparing entry-level learners to succeed in HE. Drawing on assessment principles of fairness and equity (QAA, 2012), the project challenged the 'assimilation' required by non-traditional learners in current assessment practices (Hockings 2010, Williams et al, 2014). An iterative mixed methods approach was conducted to elicit student and tutor perceptions and analyse existing documentation. Findings highlighted important pragmatic and conceptual issues around the language of assessment. In practical terms our Programme Assessment Guides are being redesigned and re-written for greater clarity. More fundamentally, we argue the opportunity to re-think the purpose of assessment on Access to embed more inclusive language could offer the sector a holistic approach to retaining students from groups under-represented in HE, and supporting their success. |
| Databáze: | OpenAIRE |
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