Examining the assessment literacy of external examiners
External scrutiny of higher education courses is evident globally, but the use of an external examiner from another institution for the purposes of quality assurance has been a distinguishing feature of UK higher education since the 1830s. However, the changing higher education context has led to m...
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| Format: | Article |
| Language: | English |
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UCL Press
2015-11-01
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| Series: | London Review of Education |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.18546/LRE.13.3.04 |
| _version_ | 1797896521383936000 |
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| author | Emma Medland |
| author_facet | Emma Medland |
| author_sort | Emma Medland |
| collection | DOAJ |
| description | External scrutiny of higher education courses is evident globally, but the use of an external examiner from another institution for the purposes of quality assurance has been a distinguishing feature of UK higher education since the 1830s. However, the changing higher education context
has led to mounting criticism of the system and the identification of a number of largely unchallenged assumptions underpinning it. One such assumption is that external examiners are assessment literate. This study evaluates levels of assessment literacy demonstrated within the written reports
of external examiners. Findings indicate variable levels of assessment literacy and identify aspects of the concept that require attention. Wider questions concerning the conceptualization and future development of the external examining system are considered. |
| first_indexed | 2024-04-10T07:43:09Z |
| format | Article |
| id | doaj.art-37152d25849245e6b2c61050a42e525e |
| institution | Directory Open Access Journal |
| issn | 1474-8460 1474-8479 |
| language | English |
| last_indexed | 2024-04-10T07:43:09Z |
| publishDate | 2015-11-01 |
| publisher | UCL Press |
| record_format | Article |
| series | London Review of Education |
| spelling | doaj.art-37152d25849245e6b2c61050a42e525e2023-02-23T11:09:53ZengUCL PressLondon Review of Education1474-84601474-84792015-11-0113213310.18546/LRE.13.3.04Examining the assessment literacy of external examinersEmma MedlandExternal scrutiny of higher education courses is evident globally, but the use of an external examiner from another institution for the purposes of quality assurance has been a distinguishing feature of UK higher education since the 1830s. However, the changing higher education context has led to mounting criticism of the system and the identification of a number of largely unchallenged assumptions underpinning it. One such assumption is that external examiners are assessment literate. This study evaluates levels of assessment literacy demonstrated within the written reports of external examiners. Findings indicate variable levels of assessment literacy and identify aspects of the concept that require attention. Wider questions concerning the conceptualization and future development of the external examining system are considered.https://uclpress.scienceopen.com/hosted-document?doi=10.18546/LRE.13.3.04 |
| spellingShingle | Emma Medland Examining the assessment literacy of external examiners London Review of Education |
| title | Examining the assessment literacy of external examiners |
| title_full | Examining the assessment literacy of external examiners |
| title_fullStr | Examining the assessment literacy of external examiners |
| title_full_unstemmed | Examining the assessment literacy of external examiners |
| title_short | Examining the assessment literacy of external examiners |
| title_sort | examining the assessment literacy of external examiners |
| url | https://uclpress.scienceopen.com/hosted-document?doi=10.18546/LRE.13.3.04 |
| work_keys_str_mv | AT emmamedland examiningtheassessmentliteracyofexternalexaminers |