Identifying and resolving key institutional challenges in feedback and assessment: a case study for implementing change

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2019.1649513

S. Walker, Emily Salines, A. Abdillahi, Sharon Mason, Aanesh Jadav, Catherine Molesworth

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引用次数: 3

Abstract

ABSTRACT As a consequence of increasing pressures to enhance assessment and feedback in response to the National Student Satisfaction (NSS) and Teaching Excellence Framework (TEF), universities continue to invest significant time and resources in making improvements to this area of practice. Since 2013 the University of Greenwich has adapted, enhanced and implemented an approach called TESTA (Transforming the Experience of Students through Assessment). This case study offers a unique and sustained institutional perspective of the landscape of assessment and feedback. It examines the results from the analysis of 157 programmes over 5 years categorised as a top ten set of challenges. Through an examination of programme documentation and module evaluation by staff, the paper highlights some findings of facilitators, barriers and impact at institutional, faculty, departmental, programme and module levels. Its ultimate aim is to explore the real impact of TESTA and to contribute to an understanding of the conditions required for making and disseminating changes and spreading good practice across an HE institution.

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识别和解决反馈和评估方面的关键体制挑战：实施变革的案例研究

摘要由于针对全国学生满意度（NSS）和卓越教学框架（TEF）加强评估和反馈的压力越来越大，大学继续投入大量时间和资源来改进这一实践领域。自2013年以来，格林威治大学调整、加强并实施了一种名为TESTA（通过评估转变学生体验）的方法。本案例研究为评估和反馈提供了一个独特和持续的机构视角。它研究了5年来157个项目的分析结果，这些项目被归类为十大挑战。通过对课程文件的审查和工作人员对模块的评估，该文件强调了主持人的一些发现、机构、教师、部门、课程和模块层面的障碍和影响。其最终目的是探索TESTA的真正影响，并有助于了解做出和传播变革以及在高等教育机构中传播良好实践所需的条件。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.