dc.contributor.author |
Brown, Gavin |
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dc.contributor.editor |
Evans, C |
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dc.contributor.editor |
Waring, MJ |
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dc.date.accessioned |
2021-08-19T22:14:27Z |
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dc.date.available |
2021-08-19T22:14:27Z |
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dc.date.issued |
2022 |
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dc.identifier.citation |
In Research Handbook on Innovations in Assessment and Feedback in Higher Education. Editors: Evans, C., Waring, M. J.. Edward Elgar Publishing 2022 |
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dc.identifier.uri |
https://hdl.handle.net/2292/56091 |
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dc.description.abstract |
All assessments are events within a process that has the goal of making decisions about instruction, learning, curriculum, students, institutions, and consequences. Three underlying disciplines (i.e., psychometrics, psychology, and sociology) inform the evaluation of assessments. Error is ubiquitous in the selection of tasks that constitute an assessment, the administration, marking, reporting, and decisions contain a non-ignorable component of error that has to be mitigated. Psychological ego factors in the marker and the assessee can be maladaptive in generating responses to assessment demands; awareness of this validity threat is needed to support participants into adaptive effort. Environments, from cultural norms to government policies, create contexts that can contribute greater error and psychological ego into the system, especially when high-stakes accountability pressures, as opposed to low-consequence formative support, are implemented. I conclude with suggestions of how integration of these underlying disciplines can improve the credibility and quality of higher education assessment. |
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dc.publisher |
Edward Elgar Publishing |
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dc.relation.ispartof |
Research Handbook on Innovations in Assessment and Feedback in Higher Education |
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dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
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dc.rights |
This is a draft chapter/article. The final version will be available in Research Handbook on Innovations in Assessment and Feedback in Higher Education edited by Evans, C., Waring, M. J. published in 2020, Edward Elgar Publishing Ltd
http://dx.doi.org/
The material cannot be used for any other purpose without further permission of the publisher, and is for private use only. |
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dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
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dc.rights.uri |
https://www.e-elgar.com/author-hub/reuse-of-your-work/ |
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dc.title |
An integrated approach to assessment as a co-ordinating framework |
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dc.type |
Book Item |
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dc.date.updated |
2021-07-08T05:50:24Z |
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dc.rights.holder |
Copyright: Edward Elgar Publishing Ltd |
en |
pubs.publication-status |
Submitted |
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dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.elements-id |
858638 |
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