Kasun Gomis, Mandeep Saini, Mohammed Arif, Chaminda Pathirage
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引用次数: 0
摘要
目的 缺乏适当的学生支持和学业进步方面的弊端表明，加强高等教育（HE）中的评估和反馈非常重要。尽管评估和反馈在高等教育中十分重要，但全面探讨最佳实践的实证研究却少之又少。本研究旨在解决这一利基问题，并为加强高等教育课程中的评估设置和反馈提供制定决定性的指导原则。设计/方法/途径本研究采用了系统的方法来获取数据：在对研究文件进行主题内容分析的基础上进行文献综述，然后进行半结构式访谈。文件分析包括模块中期回顾/学生反馈；评估中使用的评分标准；以及为已评分作业提供的形成性/总结性反馈。文件分析为半结构式访谈提供了关键信息。研究结果这项研究揭示了加强评估和反馈的 15 个驱动因素--4 个基本驱动因素、6 个重要驱动因素和 5 个重要驱动因素。通过 ISM 分析得出的层次划分结果表明，所有评估和反馈都需要以大学政策为基础，并纳入评估制度和评分计划。这项研究发现，与国家和行业基准相比，由于实施了上述驱动因素，全国学生调查的结果得到了显著改善。本研究即使不是唯一的一项研究，也是其中的一项研究，它为指明驱动因素及其影响和依赖制定了指导原则，以加强整体高等教育环境中的评估和反馈。开发的驱动因素和水平分区图具有新颖性，为现有知识体系增添了新的内容。
Enhancing the assessment and the feedback in higher education
Purpose
Lack of appropriate student support and drawbacks in academic progression signify the importance of enhancing assessment and feedback in higher education (HE). Although assessment and feedback are significant in HE, minimal empirical research holistically explores the best practices. This study aims to address the niche and develop a decisive guideline for enhancing assessment setting and feedback provision within HE curricula.
Design/methodology/approach
A systematic approach was taken to obtain data for the study: a literature review underpinning the thematic content analysis of study documents, followed by semi-structured interviews. Document analysis contained mid-module reviews/student feedback; rubrics used in assessment; and formative/summative feedback provided for the graded work. Documental analysis informed the key attributes of the semi-structured interview. Interpretive structural modelling (ISM) analysis identified the influence and reliance of each driver.
Findings
This study revealed 15 drivers – 4 fundamental, 6 significant and 5 important – for enhancing assessment and feedback. The level partitioning from the ISM analysis established that all assessment and feedback needs to be underpinned by the university policy and fed into the assessment regime and marking scheme. This study identified that National Student Survey results were significantly improved due to implementing said drivers compared with the national and sector benchmarks.
Practical implications
The developed drivers enable the best practices in assessment setting and feedback provision. The level partition diagram can be used as a decisive guideline or a provisional framework in assessment and feedback provision for quality assurance in HE.
Originality/value
This study is one of, if not the only, to develop a guideline for signposting drivers and their influence and reliance to enhance assessment and feedback in a holistic HE setting. The developed drivers and the level partition diagram bring novelty and add to the current body of knowledge.
期刊介绍：
QAE publishes original empirical or theoretical articles on Quality Assurance issues, including dimensions and indicators of Quality and Quality Improvement, as applicable to education at all levels, including pre-primary, primary, secondary, higher and professional education. Periodically, QAE also publishes systematic reviews, research syntheses and assessment policy articles on topics of current significance. As an international journal, QAE seeks submissions on topics that have global relevance. Article submissions could pertain to the following areas integral to QAE''s mission: -organizational or program development, change and improvement -educational testing or assessment programs -evaluation of educational innovations, programs and projects -school efficiency assessments -standards, reforms, accountability, accreditation, and audits in education -tools, criteria and methods for examining or assuring quality
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