Journal ArticleDOI
Continuity and Change in Undergraduate Assessment in Sociology in the UK: A Response to Harrison and Mears
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Harrison and Mears draw a fundamental conclusion from their work: that there has been more continuity than change in undergraduate assessment in Sociology in the UK as mentioned in this paper, which raises questions about the nature and scale of the innovation which has occurred.Abstract:
Harrison and Mears draw a fundamental conclusion from their work: that there has been more continuity than change in undergraduate assessment in Sociology in the UK. That there has been some change is clear. The sense that this is slower than hoped for and, furthermore, that the change that has occurred has been greater in the ‘post-1992s’ than the ‘pre-1992s’ and also that the external examining system (one of the potential mechanisms for changing this) is to some extent bifurcated, raises questions about the nature and scale of the innovation which has occurred.read more
Citations
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Leading change in assessment and feedback
D Hounsell,Susan Rigby +1 more
TL;DR: This paper reviewed the distinctive challenges that assessment and feedback poses because practices and procedures (which must accommodate disciplinary needs and purposes) are, to a significant extent, devolved to departments and schools.
Journal ArticleDOI
Introducing the Complete Case Study into an Australian Undergraduate Sociology Major
TL;DR: The authors explored how course thresholds, benchmarks and outcomes for the teaching of sociology were established in higher education institutions, and how course-level learning thresholds and benchmarks were used for sociology courses.
References
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Journal ArticleDOI
From monologue to dialogue: improving written feedback processes in mass higher education
TL;DR: This paper argued that the many diverse expressions of dissatisfaction with written feedback, both from students and teachers, are all symptoms of impoverished dialogue and suggested ways in which the nature and quality of feedback dialogue can be enhanced when student numbers are large without necessarily increasing demands on academic staff.
Journal ArticleDOI
‘Feed‐forward’: improving students' use of tutors' comments
TL;DR: In this article, a small-scale action research project was carried out on students' feedback histories on one undergraduate module, where old grades and comment sheets were collected and analysed by staff for recurring advice to individual students on the target module.
Journal ArticleDOI
The Changing Face of Undergraduate Assessment in UK Sociology
Eric Harrison,Robert Mears +1 more
TL;DR: In this article, the authors report on a project following up previous work about patterns of and attitudes to assessment among sociologists and report that student dissatisfaction with assessment is profound and that it persists throughout their undergraduate experience.
Book
Assessing Sociologists in Higher Education
Eric Harrison,Robert Mears +1 more
TL;DR: The last autonomous profession, Robert Mears the practice of assessing sociology, Joan Chandler the limits of managerialism and the need for collegialism in assessment, Andrew Pilkington, Chris Winch and Ruchira Leisten capturing experience and sorting it out using autobiographical approaches as learning strategies in social science, Barbara Harrison and Nod Miller using computer assisted assessment in sociology, Victor Jupp, Lee Barron and Alan Heslington social relations and intellectual evaluation in self- and peer assessment, Jennifer Platt, Rebecca Willison, Tim Reed, Helen Graham, et al conclusion
Leading change in assessment and feedback
D Hounsell,Susan Rigby +1 more
TL;DR: This paper reviewed the distinctive challenges that assessment and feedback poses because practices and procedures (which must accommodate disciplinary needs and purposes) are, to a significant extent, devolved to departments and schools.