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ERIC Number: EJ1023679
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0729-4360
Learning to Mark: Exemplars, Dialogue and Participation in Assessment Communities
Handley, Karen; den Outer, Birgit; Price, Margaret
Higher Education Research and Development, v32 n6 p888-900 2013
The problems of shifting from norm-referenced assessment to criterion-referenced assessment have been identified by several scholars in recent years. These important critiques touch on a number of areas, but neglect a key question about how assessors learn to accomplish what Shay calls a "socially situated interpretive act". Research that does exist tends to focus on salaried, full-time academics. This overlooks the heterogeneity of the academic labour force in higher education and the substantial contribution made by contract (hourly-paid) lecturers, particularly in applied disciplines such as Business and Management. This study explores how nine newcomers to a UK Business School--including salaried and contract staff--attempt to understand local assessment practice. We use a situated learning lens to analyse their diary entries and interviews about their experiences of learning to mark. Drawing on scholars such as Sadler, we examine the suggestion that exemplars are important for newcomers coming to understand local assessment practice. We argue for the fundamental importance of dialogue "about" exemplars and other aspects of practice, both to develop inter-subject understandings of assessment "anchor points" and also to foster among newcomers (and especially contract lecturers) a greater sense of participating in, and being valued by, the local assessment community.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom