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An investigation of the confidence levels of course/subject coordinators in undertaking aspects of their assessment responsibilities
journal contribution
posted on 2014-06-06, 09:21 authored by Merrilyn Goos, Clair HughesOngoing and rapid change is having a significant impact on the social and cultural
contexts of assessment in higher education. Change and innovation have been
driven not only by advances in our knowledge of effective practice but also by
government policies, the latter often resulting in uncertainty regarding the
freedoms and responsibilities of the academic role and erosion of professional
confidence. As confidence is considered central to the ability to learn about and
master new practices, understanding and enhancing this significant component of
an assessment culture is therefore a fundamental challenge to institutional efforts
to improve assessment practice. This paper reports the outcomes of an
investigation of academic confidence, a preliminary ‘mapping’ activity
undertaken to inform plans for developing the assessment leadership capacities of
course/subject coordinators. The investigation took the form of an online survey
of all course coordinators. Outcomes include the identification of areas of high and
low confidence and their correlation with demographic data such as length of
experience. Open-ended comments provided rich qualitative data on possible
reasons for high and low confidence.
History
School
- Science
Department
- Mathematics Education Centre
Published in
ASSESSMENT & EVALUATION IN HIGHER EDUCATIONVolume
35Issue
3Pages
315 - 324 (10)Citation
GOOS, M. and HUGHES, C., 2010. An investigation of the confidence levels of course/subject coordinators in undertaking aspects of their assessment responsibilities. Assessment & Evaluation in Higher Education, 35 (3), pp. 315 - 324.Publisher
© Taylor & Francis (Routledge)Version
- VoR (Version of Record)
Publication date
2010Notes
Closed access.ISSN
0260-2938Publisher version
Language
- en
Location
Berlin, GERMANYAdministrator link
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