Evaluating assessment strategies through collaborative evidence-based practice: can one tool fit all?
This paper reports on a collaborative project to improve assessment undertaken by a cross-discipline group of university lecturers (Business, Engineering and Psychology) using action research methodology. First-stage analysis was based on results from an Assessment Experience Questionnaire developed...
Gespeichert in:
| Veröffentlicht in: | Innovations in education and teaching international 2008-05, Vol.45 (2), p.143-153 |
|---|---|
| Hauptverfasser: | , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 153 |
|---|---|
| container_issue | 2 |
| container_start_page | 143 |
| container_title | Innovations in education and teaching international |
| container_volume | 45 |
| creator | McDowell, Liz Smailes, Joanne Sambell, Kay Sambell, Alistair Wakelin, Delia |
| description | This paper reports on a collaborative project to improve assessment undertaken by a cross-discipline group of university lecturers (Business, Engineering and Psychology) using action research methodology. First-stage analysis was based on results from an Assessment Experience Questionnaire developed by the FAST FDTL4 (Formative Assessment in Science Teaching - Fund for the Development of Teaching and Learning Phase 4) project and complementary qualitative data. Collaborative discussion of outcomes led to formulation of improvement plans within each discipline. Further conclusions were made surrounding the selected standardised tool and the process of undertaking collaborative action research across disciplines. |
| doi_str_mv | 10.1080/14703290801950310 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_210664006</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ789814</ericid><sourcerecordid>1475971951</sourcerecordid><originalsourceid>FETCH-LOGICAL-c394t-d77b5a76f471866803c4810277f5a8973711474d3dc17afee123f8b2120d252b3</originalsourceid><addsrcrecordid>eNqFUE1LxDAQLaLg5w8QPATv1UnSNq0IIrJ-IXjRc5mmkzWSbdYku-q_t7LqRcTTDG_eezPzsmyfwxGHGo55oUCKZmx5U4LksJZtfWK5lADr371o1Ga2HeMzAFdFKbYymizRLTDZYcowRopxRkNiMQVMNLUUWXoKfjF9Yto7h50fcbskRkvb06Ap7zBSz-YBdbKaTpjGgfmBWPLeMWMTQ-fOdrMNgy7S3lfdyR4vJw8X1_nd_dXNxfldrmVTpLxXqitRVaZQvK6qGqQuag5CKVNi3Sip-PhH0ctec4WGiAtp6k5wAb0oRSd3ssOV7zz4lwXF1D77RRjGla3gUFUFQDWS-Iqkg48xkGnnwc4wvLcc2s8w219hjpqDlYaC1T_8ya2qm5oX41itxnYwPszw1QfXtwnfnQ8m4KBt_G3aprc0Kk__Vcq_7_oAZJ6VKw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>210664006</pqid></control><display><type>article</type><title>Evaluating assessment strategies through collaborative evidence-based practice: can one tool fit all?</title><source>Education Source</source><creator>McDowell, Liz ; Smailes, Joanne ; Sambell, Kay ; Sambell, Alistair ; Wakelin, Delia</creator><creatorcontrib>McDowell, Liz ; Smailes, Joanne ; Sambell, Kay ; Sambell, Alistair ; Wakelin, Delia</creatorcontrib><description>This paper reports on a collaborative project to improve assessment undertaken by a cross-discipline group of university lecturers (Business, Engineering and Psychology) using action research methodology. First-stage analysis was based on results from an Assessment Experience Questionnaire developed by the FAST FDTL4 (Formative Assessment in Science Teaching - Fund for the Development of Teaching and Learning Phase 4) project and complementary qualitative data. Collaborative discussion of outcomes led to formulation of improvement plans within each discipline. Further conclusions were made surrounding the selected standardised tool and the process of undertaking collaborative action research across disciplines.</description><identifier>ISSN: 1470-3297</identifier><identifier>EISSN: 1470-3300</identifier><identifier>DOI: 10.1080/14703290801950310</identifier><identifier>CODEN: IETIF4</identifier><language>eng</language><publisher>London: Routledge</publisher><subject>Academic Achievement ; Action Research ; Business Administration Education ; Changes ; Collaboration ; Cooperation ; Data collection ; Educational evaluation ; Educational Psychology ; Educational research ; Engineering ; Engineering Education ; Evidence-based practice ; Feedback ; Feedback (Response) ; Foreign Countries ; Formative Evaluation ; Higher Education ; Learning ; Learning Activities ; Lecture Method ; Program Effectiveness ; Questionnaires ; Research Methodology ; Science education ; Students ; Studies ; Summative Evaluation ; Teaching ; Teaching Methods ; United Kingdom ; University faculty</subject><ispartof>Innovations in education and teaching international, 2008-05, Vol.45 (2), p.143-153</ispartof><rights>Copyright Taylor & Francis Group, LLC 2008</rights><rights>Copyright Taylor & Francis Group May 2008</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c394t-d77b5a76f471866803c4810277f5a8973711474d3dc17afee123f8b2120d252b3</citedby><cites>FETCH-LOGICAL-c394t-d77b5a76f471866803c4810277f5a8973711474d3dc17afee123f8b2120d252b3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,777,781,27905,27906</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ789814$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>McDowell, Liz</creatorcontrib><creatorcontrib>Smailes, Joanne</creatorcontrib><creatorcontrib>Sambell, Kay</creatorcontrib><creatorcontrib>Sambell, Alistair</creatorcontrib><creatorcontrib>Wakelin, Delia</creatorcontrib><title>Evaluating assessment strategies through collaborative evidence-based practice: can one tool fit all?</title><title>Innovations in education and teaching international</title><description>This paper reports on a collaborative project to improve assessment undertaken by a cross-discipline group of university lecturers (Business, Engineering and Psychology) using action research methodology. First-stage analysis was based on results from an Assessment Experience Questionnaire developed by the FAST FDTL4 (Formative Assessment in Science Teaching - Fund for the Development of Teaching and Learning Phase 4) project and complementary qualitative data. Collaborative discussion of outcomes led to formulation of improvement plans within each discipline. Further conclusions were made surrounding the selected standardised tool and the process of undertaking collaborative action research across disciplines.</description><subject>Academic Achievement</subject><subject>Action Research</subject><subject>Business Administration Education</subject><subject>Changes</subject><subject>Collaboration</subject><subject>Cooperation</subject><subject>Data collection</subject><subject>Educational evaluation</subject><subject>Educational Psychology</subject><subject>Educational research</subject><subject>Engineering</subject><subject>Engineering Education</subject><subject>Evidence-based practice</subject><subject>Feedback</subject><subject>Feedback (Response)</subject><subject>Foreign Countries</subject><subject>Formative Evaluation</subject><subject>Higher Education</subject><subject>Learning</subject><subject>Learning Activities</subject><subject>Lecture Method</subject><subject>Program Effectiveness</subject><subject>Questionnaires</subject><subject>Research Methodology</subject><subject>Science education</subject><subject>Students</subject><subject>Studies</subject><subject>Summative Evaluation</subject><subject>Teaching</subject><subject>Teaching Methods</subject><subject>United Kingdom</subject><subject>University faculty</subject><issn>1470-3297</issn><issn>1470-3300</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2008</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNqFUE1LxDAQLaLg5w8QPATv1UnSNq0IIrJ-IXjRc5mmkzWSbdYku-q_t7LqRcTTDG_eezPzsmyfwxGHGo55oUCKZmx5U4LksJZtfWK5lADr371o1Ga2HeMzAFdFKbYymizRLTDZYcowRopxRkNiMQVMNLUUWXoKfjF9Yto7h50fcbskRkvb06Ap7zBSz-YBdbKaTpjGgfmBWPLeMWMTQ-fOdrMNgy7S3lfdyR4vJw8X1_nd_dXNxfldrmVTpLxXqitRVaZQvK6qGqQuag5CKVNi3Sip-PhH0ctec4WGiAtp6k5wAb0oRSd3ssOV7zz4lwXF1D77RRjGla3gUFUFQDWS-Iqkg48xkGnnwc4wvLcc2s8w219hjpqDlYaC1T_8ya2qm5oX41itxnYwPszw1QfXtwnfnQ8m4KBt_G3aprc0Kk__Vcq_7_oAZJ6VKw</recordid><startdate>200805</startdate><enddate>200805</enddate><creator>McDowell, Liz</creator><creator>Smailes, Joanne</creator><creator>Sambell, Kay</creator><creator>Sambell, Alistair</creator><creator>Wakelin, Delia</creator><general>Routledge</general><general>Taylor & Francis Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>4T-</scope><scope>7X5</scope><scope>7XB</scope><scope>88B</scope><scope>8A3</scope><scope>8A4</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BEZIV</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FRNLG</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K60</scope><scope>K6~</scope><scope>L.-</scope><scope>M0P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PQBIZ</scope><scope>PQBZA</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>S0X</scope></search><sort><creationdate>200805</creationdate><title>Evaluating assessment strategies through collaborative evidence-based practice: can one tool fit all?</title><author>McDowell, Liz ; Smailes, Joanne ; Sambell, Kay ; Sambell, Alistair ; Wakelin, Delia</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c394t-d77b5a76f471866803c4810277f5a8973711474d3dc17afee123f8b2120d252b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2008</creationdate><topic>Academic Achievement</topic><topic>Action Research</topic><topic>Business Administration Education</topic><topic>Changes</topic><topic>Collaboration</topic><topic>Cooperation</topic><topic>Data collection</topic><topic>Educational evaluation</topic><topic>Educational Psychology</topic><topic>Educational research</topic><topic>Engineering</topic><topic>Engineering Education</topic><topic>Evidence-based practice</topic><topic>Feedback</topic><topic>Feedback (Response)</topic><topic>Foreign Countries</topic><topic>Formative Evaluation</topic><topic>Higher Education</topic><topic>Learning</topic><topic>Learning Activities</topic><topic>Lecture Method</topic><topic>Program Effectiveness</topic><topic>Questionnaires</topic><topic>Research Methodology</topic><topic>Science education</topic><topic>Students</topic><topic>Studies</topic><topic>Summative Evaluation</topic><topic>Teaching</topic><topic>Teaching Methods</topic><topic>United Kingdom</topic><topic>University faculty</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>McDowell, Liz</creatorcontrib><creatorcontrib>Smailes, Joanne</creatorcontrib><creatorcontrib>Sambell, Kay</creatorcontrib><creatorcontrib>Sambell, Alistair</creatorcontrib><creatorcontrib>Wakelin, Delia</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Docstoc</collection><collection>Entrepreneurship Database</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Entrepreneurship Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Business Premium Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Business Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest Business Collection (Alumni Edition)</collection><collection>ProQuest Business Collection</collection><collection>ABI/INFORM Professional Advanced</collection><collection>Education Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Business</collection><collection>ProQuest One Business (Alumni)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>Innovations in education and teaching international</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>McDowell, Liz</au><au>Smailes, Joanne</au><au>Sambell, Kay</au><au>Sambell, Alistair</au><au>Wakelin, Delia</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ789814</ericid><atitle>Evaluating assessment strategies through collaborative evidence-based practice: can one tool fit all?</atitle><jtitle>Innovations in education and teaching international</jtitle><date>2008-05</date><risdate>2008</risdate><volume>45</volume><issue>2</issue><spage>143</spage><epage>153</epage><pages>143-153</pages><issn>1470-3297</issn><eissn>1470-3300</eissn><coden>IETIF4</coden><abstract>This paper reports on a collaborative project to improve assessment undertaken by a cross-discipline group of university lecturers (Business, Engineering and Psychology) using action research methodology. First-stage analysis was based on results from an Assessment Experience Questionnaire developed by the FAST FDTL4 (Formative Assessment in Science Teaching - Fund for the Development of Teaching and Learning Phase 4) project and complementary qualitative data. Collaborative discussion of outcomes led to formulation of improvement plans within each discipline. Further conclusions were made surrounding the selected standardised tool and the process of undertaking collaborative action research across disciplines.</abstract><cop>London</cop><pub>Routledge</pub><doi>10.1080/14703290801950310</doi><tpages>11</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1470-3297 |
| ispartof | Innovations in education and teaching international, 2008-05, Vol.45 (2), p.143-153 |
| issn | 1470-3297 1470-3300 |
| language | eng |
| recordid | cdi_proquest_journals_210664006 |
| source | Education Source |
| subjects | Academic Achievement Action Research Business Administration Education Changes Collaboration Cooperation Data collection Educational evaluation Educational Psychology Educational research Engineering Engineering Education Evidence-based practice Feedback Feedback (Response) Foreign Countries Formative Evaluation Higher Education Learning Learning Activities Lecture Method Program Effectiveness Questionnaires Research Methodology Science education Students Studies Summative Evaluation Teaching Teaching Methods United Kingdom University faculty |
| title | Evaluating assessment strategies through collaborative evidence-based practice: can one tool fit all? |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-18T19%3A08%3A24IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Evaluating%20assessment%20strategies%20through%20collaborative%20evidence-based%20practice:%20can%20one%20tool%20fit%20all?&rft.jtitle=Innovations%20in%20education%20and%20teaching%20international&rft.au=McDowell,%20Liz&rft.date=2008-05&rft.volume=45&rft.issue=2&rft.spage=143&rft.epage=153&rft.pages=143-153&rft.issn=1470-3297&rft.eissn=1470-3300&rft.coden=IETIF4&rft_id=info:doi/10.1080/14703290801950310&rft_dat=%3Cproquest_cross%3E1475971951%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=210664006&rft_id=info:pmid/&rft_ericid=EJ789814&rfr_iscdi=true |