Assessment and Feedback in Higher Education

McConlogue, Teresa

doi:10.2307/j.ctv13xprqb

Cited by 27 publications

(13 citation statements)

References 81 publications

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“…A consideration of assessment variety and the opportunities for choice towards demonstration of learning, is necessary. To secure the core knowledge, there should be creativity in assessing for understanding (McConlogue, 2020). Inclusion of a practical component via discussion or presentations of case studies might be a fair addition to the assessment process, unequivocally still drawing on reflective, adaptive practice.…”

Section: What Actions May Be Effective To Decolonise Slt In Hei?mentioning

confidence: 99%

Decoloniality and healthcare higher education: Critical conversations

Pillay,

Kathard,

Hansjee

et al. 2023

Intl J Lang & Comm Disor

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BackgroundWe explore the theoretical and methodological aspects of decolonising speech and language therapy (SLT) higher education in the United Kingdom. We begin by providing the background of the Rhodes Must Fall decolonisation movement and the engagement of South African SLTs in the decoloniality agenda. We then discuss the evolution of decoloniality in SLT, highlighting its focus on reimagining the relationships between participants, students, patients and the broader world.ObjectiveThe primary objective of this discussion is to fill a gap in professional literature regarding decoloniality in SLT education. While there is limited research in professional journals, social media platforms have witnessed discussions on decolonisation in SLT. This discussion aims to critically examine issues such as institutional racism, lack of belonging, inequitable services and limited diversity that currently affect the SLT profession, not just in the United Kingdom but globally.MethodsThe methods employed in this research involve the engagement of SLT academics in Critical conversations on decolonisation. These conversations draw on reflexivity and reflexive interpretation, allowing for a deeper understanding of the relationship between truth, reality, and the participants in SLT practice and education. The nature of these critical conversations is characterised by their chaotic, unscripted and fluid nature, which encourages the open discussion of sensitive topics related to race, gender, class and sexuality.Discussion pointsWe present our reflections as academics who participated in the critical conversations. We explore the discomfort experienced by an academic when engaging with decolonisation, acknowledging white privilege, and the need to address fear and an imposter syndrome. The second reflection focuses on the experiences of white academics in grappling with their complicity in a system that perpetuates racism and inequality. It highlights the need for self‐reflection, acknowledging white privilege and working collaboratively with colleagues and students toward constructing a decolonised curriculum.Finally, we emphasise that while action is crucial, this should not undermine the potential of dialogue to change attitudes and pave the way for practical implementation. The paper concludes by emphasising the importance of combining dialogue with action and the need for a nuanced understanding of the complexities involved in decolonising SLT education.ConclusionOverall, this paper provides a comprehensive overview of the background, objectives, methods and key reflections related to the decolonisation of SLT higher education in the United Kingdom. It highlights the challenges, discomfort and responsibilities faced by academics in addressing decoloniality and emphasizes the importance of ongoing critical conversations and collective action in effecting meaningful change.WHAT THIS PAPER ADDSWhat is already known on this subject Prior to this paper, it was known that the decolonial turn in speech and language therapy (SLT) was a recent focus, building on a history of professional transformation in South Africa. However, there was limited literature on decoloniality in professional journals, with most discussions happening on social media platforms. This paper aims to contribute to the literature and provide a critical conversation on decolonising SLT education, via the United Kingdom.What this paper adds to existing knowledge This paper adds a critical conversation on decolonising SLT higher education. It explores theoretical and methodological aspects of decoloniality in the profession, addressing issues such as institutional racism, lack of sense of belonging, inequitable services and limited diversity. The paper highlights the discomfort experienced by academics in engaging with decolonisation and emphasizes the importance of reflection, collaboration and open dialogue for meaningful change. Notably we foreground deimperialisation (vs. decolonisation) as necessary for academics oriented in/with the Global North so that both processes enable each other. Deimperialisation is work that focuses the undoing of privilege exercised by academics in/with the Global North not only for localising their research and education agenda but checking their rite of passage into the lives of those in the Majority World.What are the potential or actual clinical implications of this work? The paper highlights the need for SLT practitioners and educators to critically examine their practices and curricula to ensure they are inclusive, decolonised and responsive to the diverse needs of communities. The discussions emphasise the importance of addressing institutional racism and promoting a sense of belonging for research participants, SLT students and patients. This paper offers insights and recommendations that can inform the development of more equitable and culturally responsive SLT services and education programmes.

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Section: What Actions May Be Effective To Decolonise Slt In Hei?mentioning

confidence: 99%

Decoloniality and healthcare higher education: Critical conversations

Pillay,

Kathard,

Hansjee

et al. 2023

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

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“…Assessment literacy is critical for several reasons. Assessments are integral to HE since they are often used to assure academic and professional standards, measure whether learning outcomes have been achieved, and determine students' degree classifications (McConlogue, 2020). Assessments are also tools for learning that help students to identify their strengths and areas for development, promoting critical reflection that will serve them well during and beyond university Sambell, McDowell, et al, 2012).…”

Section: Why This Idea?mentioning

confidence: 99%

Ideas for Active Learning

2022

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“…As we know there are many different types and methods of competence assessment -observation in action, simulation, modelling, narrative methods, tests, quizzes, mind and/or conceptual maps, portfolios, interviews, discussions, focus group discussions, but self-assessment scales and questionnaires are quite common (Darling-Hammond et al, 2013;McConlogue, 2020). For example, the scoping review of measuring instruments for assessment of students' digital competence revealed that the majority of the studies report on a designed self-assessment questionnaire (Litiņa & Miltuze, 2021).…”

Section: Introductionmentioning

confidence: 99%

Development and Initial Validation of an Assessment Tool for Student Transversal Competences

Dimdiņš¹,

Miltuze²,

Oļesika³

2022

Human, Technologies and Quality of Education, 2022

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Transversal competences have been receiving an increasing attention in educational research and practice over the last decades. As a part of a wider project for assessment of students’ competences in higher education, a group of experts developed a model of transversal competences for students, consisting of civic, digital, entrepreneurial, global, innovation, and research competences (each with corresponding sub-competences and facets), based on the analysis of theory and previous research. In this paper, we present an assessment tool that was developed and tested for measurement of the competences in this model. The final version of the assessment tool is a self-report survey with 292 behavioural indicators that are evaluated on a 7-point Likert-type scale estimating how characteristic each indicator is of the respondent’s typical behaviour. The initial pool of behavioural indicators was created by the same group of experts based on the analysis of previous research and best practice examples in transversal competence assessment. From this pool, an initial version of the survey with 440 indicators was created and administered to 686 respondents from 8 study domains representing all study levels. Factor analysis of responses revealed a six-factor structure corresponding to the initial theoretical competence model. After further psychometric analysis, the final version of the assessment tool was formulated. Each of the six competences is further divided into 3–5 sub-competences, with each sub-competence consisting of 2–5 facets. Each facet is measured with multiple behavioural indicators describing basic, intermediate and advanced level of the respective competence. The results showed good construct validity of the tool, with the expected competence differences appearing between different study levels, and the expected relations emerging between the competence indicators and average grades. Practical applications and possibilities for further development of the assessment tool are discussed.

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Assessment and Feedback in Higher Education

Cited by 27 publications

References 81 publications

Decoloniality and healthcare higher education: Critical conversations

Decoloniality and healthcare higher education: Critical conversations

Ideas for Active Learning

Development and Initial Validation of an Assessment Tool for Student Transversal Competences

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