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Developing academics' assessment practices in open, distance and e-learning: an institutional change agenda

Evans, Jessica; Jordan, Sally and Wolfenden, Freda (2016). Developing academics' assessment practices in open, distance and e-learning: an institutional change agenda. Open Learning: The Journal of Open, Distance and e-learning, 31(2) pp. 91–107.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/02680513.2016.1195547
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Abstract

Universities across the globe are attempting to change assessment practice to address challenges in student engagement and achievement. Integral to this objective are strategies to develop academics’ assessment practice. These frequently focus on attendance at formal Continuous Professional Development events and/or implementation of institutional blueprints. This editorial article uses a case study from the Open University (UK) to explore an alternative ‘communities of practice’ approach to the improvement of assessment arguing that academics’ professional expertise is best deepened through participation in authentic activities of teaching and scholarship. The discussion identifies what is involved in such an approach including the role of an enabling principles­-based framework, the constraints on implementation and the implications for HE leaders.

Item Type: Journal Item
Copyright Holders: 2016 The Open University
ISSN: 1469-9958
Extra Information: This is an editorial article framing a special issue on Assessment Practices, edited by Jessica Evans, Sally Jordan and Freda Wolfenden.
Keywords: assessment change; assessment principles; institutional change; professional staff development; communities of practice; HE leadership
Academic Unit/School: Faculty of Arts and Social Sciences (FASS) > History, Religious Studies, Sociology, Social Policy and Criminology
Faculty of Arts and Social Sciences (FASS)
Faculty of Science, Technology, Engineering and Mathematics (STEM) > Physical Sciences
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Centre for Citizenship, Identities and Governance (CCIG)
eSTEeM
Centre for Research in Education and Educational Technology (CREET)
Education Futures
International Centre for Comparative Criminological Research (ICCCR)
Item ID: 47272
Depositing User: Jessica Evans
Date Deposited: 14 Sep 2016 09:18
Last Modified: 06 Sep 2017 16:25
URI: http://oro.open.ac.uk/id/eprint/47272
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