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ERIC Number: EJ972241
Record Type: Journal
Publication Date: 2012-Jul
Pages: 12
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1469-7874
Mind the Gap: An Analysis of How Quality Assurance Processes Influence Programme Assessment Patterns
Jessop, Tansy; McNab, Nicole; Gubby, Laura
Active Learning in Higher Education, v13 n2 p143-154 Jul 2012
This article explores the relationship between the lack of visible attention to formative assessment in degree specifications and its marginalization in practice. Degree specification documents form part of the quality apparatus emphasizing the accountability and certification duties of assessment. Ironically, a framework designed to assure quality may work to the exclusion of a pedagogic duty to students. This study draws on interview and documentary evidence from 14 programmes at a single UK university, supported by data from a national research project. The authors found that institutional quality frameworks focused programme leaders' attention on summative assessment, usually atomized to the modular unit. The invisibility of formative assessment in documentation reinforced the tendency of modular programmes to have high summative demands, with optional, fragmented and infrequent formative assessment. Heavy workloads, modularity and pedagogic uncertainties compounded the problem. The article concludes with reflections about facilitating a more pervasive culture of formative assessment to improve student learning. (Contains 1 table.)
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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