Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff

University teachers’ conceptions of their current and ideal intermediate assessment: an A+ is good, but speaking your mind is better

“…This study also found a discrepancy between teachers' conceptions and their practices even though previous research has found these two to be highly aligned (Postareff et al 2012). Reimann and Sadler (2017) argue that teachers' understandings of assessment cannot be fully discovered without looking at how they enact these understandings, indicating that teachers in the current study may not have full understanding of their ideal assessment. However, for their ideal assessment, several teachers drew inspiration from courses they taught in higher years, indicating that these are assessment practices, just not for first-year courses.…”

“…Subsequently, teachers' ideas about assessment play a large role in how assessment in higher education is designed. Several authors have investigated higher education teachers' ideas about assessment (Postareff et al 2012;Reimann and Sadler 2017;Sadler and Reimann 2018;Samuelowicz and Bain 2002;Watkins, Dahlin, and Ekholm 2005). Three of these studies constructed categorisation schemes to classify these assessment ideas.…”

Flipped learning and formative evaluation in higher education

“…Therefore, this work is the first step that responds to the almost non-existent practices of democratic evaluation in Higher Education, as reflected in some recent reviews about it (Lau, 2016; Baleni, 2015; Reimann and Sadler, 2017). As an extension of the design and validation of a self-appraisal questionnaire prepared by Otero-Saborido et al (2017), this proposal includes more democratic evaluation practices such as the dialogic mark and co-assessment case.…”

“…The relevant literature points to a crisis in the implementation of formative evaluation due to the particular pressures on learning and teaching that are experienced in education today (Gikandi et al , 2011). Precisely here lies the difference of this work with similar studies (Otero-Saborido et al , 2017), since the application of this work was done in a context with greater and more profound formative evaluation practices (Reimann and Sadler, 2017), such as the dialogic mark and co-assessment. As stated in the existing literature, formative evaluation can improve learning and, therefore, contribute to the development of future professionals (López-Pastor and Sicilia-Camacho, 2015).…”

Addressing the challenges of assessment and feedback in business schools: developing assessment practices which support learning

“…The large-scale Assessment for Learning initiative located in the £4.5 million Centre for Excellence in Teaching and Learning at Northumbria University (Reimann and Wilson 2012;Sambell, McDowell and Montgomery 2013) developed six evidence-informed core conditions to drive conceptual change and a shift in institutional culture. This approach meant rethinking some commonly-held assumptions about assessment and feedback, on the part of staff and students alike, changing understandings of assessment as well as practices (Reimann and Sadler 2017), rather than requiring lecturers to simply insert a few new techniques or tactics. This view of Assessment for Learning aimed to encourage a change in overall thinking, and a reframing of staff-student relationships in terms of shared responsibility and partnership.…”