Continuity and Change in Undergraduate Assessment in Sociology in the UK: A Response to Harrison and Mears

Abstract

Abstract Harrison and Mears draw a fundamental conclusion from their work: that there has been more continuity than change in undergraduate assessment in Sociology in the UK. That there has been some change is clear. The sense that this is slower than hoped for and, furthermore, that the change that has occurred has been greater in the ‘post-1992s’ than the ‘pre-1992s’ and also that the external examining system (one of the potential mechanisms for changing this) is to some extent bifurcated, raises questions about the nature and scale of the innovation which has occurred.