NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1091238
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0307-5079
The Influence of Disciplinary Assessment Patterns on Student Learning: A Comparative Study
Jessop, Tansy; Maleckar, Barbara
Studies in Higher Education, v41 n4 p696-711 2016
This paper explores disciplinary patterns of assessment and feedback, using data from the Transforming the Experience of Students through Assessment project. Its central research question concerns the effect of disciplinary assessment patterns on student learning. Audit data from 18 degree programmes at 8 UK universities showed variations in assessment patterns across three disciplinary fields: Humanities, Professional and Science courses. There were variations in assessment demands; in the quantity of feedback and in the proportion of examinations. Statistical analysis of Assessment Experience Questionnaire data (n?=?762) explored whether these differences influenced students' perceptions of learning across the disciplines. Findings showed that there were no significant differences in students' perceptions of learning from examinations. Humanities students evaluated the appropriateness of their assessment lower than other discipline groups; professional students were less clear about goals and standards. The researchers propose explanations for these findings and suggest avenues for further research.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
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
Grant or Contract Numbers: N/A