Empowering examiners to develop doctoral assessment literacy: a situated learning perspective
Doctoral examiners play a pivotal role in upholding academic standards; therefore, they must be supported in their work. Drawing on situated learning theory, this paper proposes a conceptual training framework to empower examiners, particularly those participating in the PhD viva. The framework comp...
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| Format: | Article |
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Frontiers Media SA
2024
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| _version_ | 1811137733909807104 |
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| author | Tan, Wee Chun |
| author_facet | Tan, Wee Chun |
| author_sort | Tan, Wee Chun |
| collection | UPM |
| description | Doctoral examiners play a pivotal role in upholding academic standards; therefore, they must be supported in their work. Drawing on situated learning theory, this paper proposes a conceptual training framework to empower examiners, particularly those participating in the PhD viva. The framework comprises three key initiatives: a professional development programme, a peer review, and an accreditation programme. The paper further highlights the potential benefits of the training initiatives and discusses implementation challenges aimed at fostering examiners’ continuous professional development, promoting a deeper understanding of assessment literacy, and maintaining the overall quality of doctoral assessment. |
| first_indexed | 2024-09-25T03:39:00Z |
| format | Article |
| id | upm.eprints-106191 |
| institution | Universiti Putra Malaysia |
| last_indexed | 2024-09-25T03:39:00Z |
| publishDate | 2024 |
| publisher | Frontiers Media SA |
| record_format | dspace |
| spelling | upm.eprints-1061912024-05-07T22:50:13Z http://psasir.upm.edu.my/id/eprint/106191/ Empowering examiners to develop doctoral assessment literacy: a situated learning perspective Tan, Wee Chun Doctoral examiners play a pivotal role in upholding academic standards; therefore, they must be supported in their work. Drawing on situated learning theory, this paper proposes a conceptual training framework to empower examiners, particularly those participating in the PhD viva. The framework comprises three key initiatives: a professional development programme, a peer review, and an accreditation programme. The paper further highlights the potential benefits of the training initiatives and discusses implementation challenges aimed at fostering examiners’ continuous professional development, promoting a deeper understanding of assessment literacy, and maintaining the overall quality of doctoral assessment. Frontiers Media SA 2024-01 Article PeerReviewed Tan, Wee Chun (2024) Empowering examiners to develop doctoral assessment literacy: a situated learning perspective. Frontiers in Education, 9. pp. 1-5. ISSN 2504-284X https://www.frontiersin.org/articles/10.3389/feduc.2024.1345661/full 10.3389/feduc.2024.1345661 |
| spellingShingle | Tan, Wee Chun Empowering examiners to develop doctoral assessment literacy: a situated learning perspective |
| title | Empowering examiners to develop doctoral assessment literacy: a situated learning perspective |
| title_full | Empowering examiners to develop doctoral assessment literacy: a situated learning perspective |
| title_fullStr | Empowering examiners to develop doctoral assessment literacy: a situated learning perspective |
| title_full_unstemmed | Empowering examiners to develop doctoral assessment literacy: a situated learning perspective |
| title_short | Empowering examiners to develop doctoral assessment literacy: a situated learning perspective |
| title_sort | empowering examiners to develop doctoral assessment literacy a situated learning perspective |
| work_keys_str_mv | AT tanweechun empoweringexaminerstodevelopdoctoralassessmentliteracyasituatedlearningperspective |