Examining the assessment literacy of external examiners

Abstract

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.

Assessment and Feedback in Higher Education

“…(Watty et al 2014, 462) In the UK, degree standards are assumed to be upheld through external peer review. However, the process of external examining has come under scrutiny (Bloxham and Price 2015;Medland 2015). An external examiner is a subject specialist appointed by an institution to peer review the module(s) and to monitor assessment design and assessment processes with the aim of assuring quality and comparability of academic standards.…”

“…Research on the assessment literacy of external examiners has raised concerns about whether external examiners, appointed as subject experts have the necessary assessment literacy to make robust decisions about comparable academic standards (Medland 2015;Bloxham and Price 2015;. Following a critical review of external examining in the UK and concerns about the robustness of degree standards, a government-funded project has been designed to explore degree standards in the UK.…”

Researcher-led academic development

“…When assessing work, I am keenly aware of what I have learnt through researching and teaching assessment and feedback (e.g. Medland 2015;. As a result, I feel that it is important to practice what I preach to ensure the integrity of my practice.…”

External Peer Review of Teaching (ExPeRT) Portfolios for Promotion

“…More recently a number of scholars (Bloxham and Price, 2015;Medland, 2015) have questioned the assumption that external review alone is sufficient to ensure rigour of judgement. They stress the need for external reviewers to be not only qualified and experienced but also trained in the process of review.…”