How university teachers design assessments: a cross-disciplinary study
How university teachers design assessments: a cross-disciplinary study
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DOI：
10.1007/s10734-016-0027-7
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发表时间：
2017-07-01
期刊：
影响因子：
5
通讯作者：
Joughin, Gordon
中科院分区：
文献类型：
--
作者：
Bearman, Margaret;Dawson, Phillip;Joughin, Gordon
教育工作者对评估设计的期望与高等教育评估的实际实施之间存在着不协调的现象。了解评估是如何“实地”设计的，有助于解决这种紧张关系。来自不同学科和机构的33名澳大利亚大学教育工作者接受了采访。对成绩单的专题分析表明，评估设计始于对变革动力的回应。设计过程本身是由环境影响和专业影响塑造的，环境影响是评估设计周围的环境，专业影响是教育者自己给评估设计过程带来的因素。开展了一系列活动或任务，包括对所有评估设计至关重要的活动，教育工作者选择以特定方式优化评估过程的更具选择性的活动，以及教育工作者用来动态应对环境影响的元设计过程。定性描述表明了个人和环境相互交织对评估设计的影响的复杂社会性质，以及在当地环境的限制和承受能力范围内显性和战略性思维方式的价值。这表明，将重点放在制定评估战略方法的职业发展的关系形式上可能是有益的。学科方法的作用可能很大，仍是未来研究的一个领域。
There are dissonances between educators' aspirations for assessment design and actual assessment implementation in higher education. Understanding how assessment is designed 'on the ground' can assist in resolving this tension. Thirty-three Australian university educators from a mix of disciplines and institutions were interviewed. A thematic analysis of the transcripts indicated that assessment design begins as a response to an impetus for change. The design process itself was shaped by environmental influences, which are the circumstances surrounding the assessment design, and professional influences, which are those factors that the educators themselves bring to the process. A range of activities or tasks were undertaken, including those which were essential to all assessment design, those more selective activities which educators chose to optimise the assessment process in particular ways and meta-design processes which educators used to dynamically respond to environmental influences. The qualitative description indicates the complex social nature of interwoven personal and environmental influences on assessment design and the value of an explicit and strategic ways of thinking within the constraints and affordances of a local environment. This suggests that focussing on relational forms of professional development that develops strategic approaches to assessment may be beneficial. The role of disciplinary approaches may be significant and remains an area for future research.