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Assessment options in higher education

Craddock, Deborah and Mathias, Haydn (2009) Assessment options in higher education Assessment & Evaluation in Higher Education, 34, (2), pp. 127-140. (doi:10.1080/02602930801956026).

Record type: Article

Abstract

This article evaluates an initiative to introduce assessment choice within a taught unit on an undergraduate healthcare programme as a means of addressing poor performance, especially for those students diagnosed with dyslexia. Students' perceptions of the assessment experience were sought via the use of two focus group interviews (n = 16). The article describes the effect the assessment experience had on students' stress levels, individual learning styles and achievement. Students' performance improved and statistical analyses indicated parity between the assessment methods offered with similar performance profiles between students with and without dyslexia. The conclusion reached is that while the introduction of assessment options may be time consuming for staff to develop, the benefits of an enhanced student-centred approach to assessment may be well worth this investment in time. Although a limited study owing to the small sample size, the results should be of interest to those academics who are concerned with assessment and its impact on students' achievement

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More information

Published date: 18 April 2009
Keywords: learning and assessment, student involvement, higher education, dyslexia

Identifiers

Local EPrints ID: 71607
URI: http://eprints.soton.ac.uk/id/eprint/71607
ISSN: 0260-2938
PURE UUID: 66db698c-656f-4820-835f-4fd4cbd4271a

Catalogue record

Date deposited: 16 Dec 2009
Last modified: 18 Jul 2017 23:59

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Contributors

Author: Deborah Craddock
Author: Haydn Mathias

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