Mind the Gap: An analysis of how quality assurance processes influence programme assessment patterns

Journal article


Jessop, T., McNab, N. and Gubby, L. 2012. Mind the Gap: An analysis of how quality assurance processes influence programme assessment patterns. Active Learning in Higher Education. 13 (2), pp. 143-154. https://doi.org/10.1177/1469787412441285
AuthorsJessop, T., McNab, N. and Gubby, L.
Abstract

This article explores the relationship between the lack of visible attention to formative assessment in degree specifications and its marginalization in practice. Degree specification documents form part of the quality apparatus emphasizing the accountability and certification duties of assessment. Ironically, a framework designed to assure quality may work to the exclusion of a pedagogic duty to students. This study draws on interview and documentary evidence from 14 programmes at a single UK university, supported by data from a national research project. The authors found that institutional quality frameworks focused programme leaders’ attention on summative assessment, usually atomized to the modular unit. The invisibility of informative assessment in documentation reinforced the tendency of modular programmes to have high summative demands, with optional, fragmented and infrequent informative assessment. Heavy workloads, modularity and pedagogic uncertainties compounded the problem. The article concludes with reflections about facilitating a more pervasive culture of formative assessment to improve student learning.

Year2012
JournalActive Learning in Higher Education
Journal citation13 (2), pp. 143-154
PublisherSAGE
ISSN1469-7874
Digital Object Identifier (DOI)https://doi.org/10.1177/1469787412441285
Publication dates
Print2012
Publication process dates
Deposited18 Dec 2014
Accepted2011
Output statusPublished
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https://repository.canterbury.ac.uk/item/872q9/mind-the-gap-an-analysis-of-how-quality-assurance-processes-influence-programme-assessment-patterns

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