Assessment as an equity issue in higher education: Comparing the perceptions of first year students, course coordinators, and academic leaders

Goos, Merrilyn, Gannaway, Deanne and Hughes, Clair (2011) Assessment as an equity issue in higher education: Comparing the perceptions of first year students, course coordinators, and academic leaders. The Australian Educational Researcher, 38 1: 95-107. doi:10.1007/s13384-010-0008-2


Author Goos, Merrilyn
Gannaway, Deanne
Hughes, Clair
Title Assessment as an equity issue in higher education: Comparing the perceptions of first year students, course coordinators, and academic leaders
Journal name The Australian Educational Researcher   Check publisher's open access policy
ISSN 0311-6999
2210-5328
Publication date 2011-02
Sub-type Article (original research)
DOI 10.1007/s13384-010-0008-2
Volume 38
Issue 1
Start page 95
End page 107
Total pages 13
Place of publication Amsterdam, The Netherlands
Publisher Springer Netherlands
Collection year 2012
Language eng
Abstract Assessment practices that aim to promote both quality and equity may be compromised in a higher education market where students are consumers and grades the currency exchanged for measures of success. In such a climate, academics report feeling pressured to make course content and assessment less challenging in order to obtain positive student evaluations, and they may lose faith in university quality assurance processes that seem focused on ensuring student satisfaction with education as a product. To explore these issues from the perspectives of the main stakeholders in assessment, this paper investigates assessment perceptions of students, course coordinators, and faculty Associate Deans responsible for teaching and learning at The University of Queensland. The findings highlight differences in what these groups consider to be important assessment issues and differences in how they should be addressed. First year students are identified as a disadvantaged group due to perceptions of the role of feedback and formative assessment that may be influenced by their secondary school assessment experiences. © The Australian Association for Research in Education, Inc. 2011
Keyword Assessment
Feedback
First year experience
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2012 Collection
Institute for Teaching and Learning Innovation Publications
 
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Created: Wed, 23 Mar 2011, 12:54:37 EST by Dr Clair Hughes on behalf of Teaching & Educational Development Institute