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Author Wimshurst, Kerry ♦ Bates, Merrelyn ♦ Wortley, Richard
Source CiteSeerX
Content type Text
File Format PDF
Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Education Research ♦ Student Academic Result ♦ Institutional Factor ♦ Academic Success ♦ Institutional Assessment Practice ♦ Quality Outcome ♦ Sufficient Safeguard ♦ Biographical Factor ♦ Champion Performance Indicator ♦ Student Assessment ♦ Stark Relief ♦ Research Project ♦ Different Component ♦ Pronounced Difference ♦ Policy Debate ♦ Institutional Mechanism
Abstract This article situates the topic of student assessment and the moderation of assessment within a broader context of policy debates about the quality of teaching and learning in universities. The focus and discussion grew out of a research project which aimed initially to investigate factors related to academic success and failure in a Faculty of Arts. The study identified a range of student demographic and biographical factors significantly related to academic success and failure. However, there was also evidence of pronounced differences in grading practices between different components (courses, programs, schools) within the institution. The paper explores the implications of such inconsistencies for the institutional mechanisms and processes that have typically been advocated as sufficient safeguards of quality. It concludes that the tendency of governments and other stakeholders to now champion performance indicators, along with the shifting focus toward quality ‘outcomes’, are likely to increasingly throw the strengths and weaknesses of institutional assessment practices into stark relief.
Educational Role Student ♦ Teacher
Age Range above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study
Learning Resource Type Article
Publisher Date 2006-01-01