2012
DOI: 10.1177/1469787412441285
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Mind the gap: An analysis of how quality assurance processes influence programme assessment patterns

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, supp… Show more

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Cited by 28 publications
(35 citation statements)
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“…The third factor can be said to embed a more evidence-based approach to quality, namely through the assessment and validation of higher education processes and end results -at the level of teaching and learning, research or relations with society -and, specifically, of learning outcomes (Jessop, McNab, and Gubby 2012;Kohoutek 2014;Stensaker 2014). The idea is that the academic standards defined for such processes and end results should be used as new standards for the quality assurance schemes, in line with an idea of quality as consistency (Green 1994;Harvey and Green 1993).…”
Section: Introductionmentioning
confidence: 99%
“…The third factor can be said to embed a more evidence-based approach to quality, namely through the assessment and validation of higher education processes and end results -at the level of teaching and learning, research or relations with society -and, specifically, of learning outcomes (Jessop, McNab, and Gubby 2012;Kohoutek 2014;Stensaker 2014). The idea is that the academic standards defined for such processes and end results should be used as new standards for the quality assurance schemes, in line with an idea of quality as consistency (Green 1994;Harvey and Green 1993).…”
Section: Introductionmentioning
confidence: 99%
“…These documents capture the main features of the planned curriculum, for example, the number and types of summative assessment, and the balance of examinations and coursework. definitive documents are more opaque about formative assessment tasks, as many of these are discretionary, both for lecturers and students (Jessop, McNab, and Gubby 2012). Conversations with the programme leader give a clearer picture of formative assessment loads.…”
Section: Methodsmentioning
confidence: 99%
“…It is not unusual for programmes to be assembled module-by-module according to the content being covered, without an overarching eye on the entire assessment pattern. Module leaders may design assessment tasks independently from each other without any necessary connection to the wider programme (Jessop, McNab, and Gubby 2012).…”
Section: Wide Variationsmentioning
confidence: 99%
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“…This concern has motivated the redesign of undergraduate and postgraduate degree courses, with a stronger emphasis on the needs of employers [2]. In addition, there have been a few studies on improving teachers' learning process so that a quality curriculum can be designed [3][4][5][6][7][8][9]. Moreover, there has been a trend towards distinguishing between teaching small and large classes [10], the use of new technology [11,12] and designing courses required by the software industry, such as global software engineering [13,14].…”
Section: Introductionmentioning
confidence: 99%