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ERIC Number: EJ955037
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-0260-2938
Double Standards: When an Undergraduate Dissertation Becomes the Object of Two Different Assessment Approaches
Starr-Glass, David; Ali, Tanweer
Assessment & Evaluation in Higher Education, v37 n2 p179-192 2012
Within a transnational educational programme, students residing in the Czech Republic obtain baccalaureate degrees from an accredited American college. The college has a distinctive approach towards learning, co-creation of knowledge and the use of mentors. Part of the degree assessment is an undergraduate dissertation, which serves as a capstone experience. The Czech partner instituted a policy whereby students could obtain a second local degree by, among other things, using the same dissertation. This study examines the situation confronting mentors from the American college. It considers assessment as an integral component of a constellation of educational assumptions and pedagogic values: a paradigm. It analyses the competing/conflicting, paradigms involved and discusses ways in which educational practice was reconsidered and changed to allow a single work product to be authentically and meaningfully assessed under both approaches. (Contains 1 table.)
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 - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Czech Republic