Assessment as text production: Drawing on systemic functional linguistics to frame the design and analysis of assessment tasks

Hughes, C (2009) Assessment as text production: Drawing on systemic functional linguistics to frame the design and analysis of assessment tasks. Assessment and Evaluation in Higher Education, 34 5: 553-563. doi:10.1080/02602930802187316


Author Hughes, C
Title Assessment as text production: Drawing on systemic functional linguistics to frame the design and analysis of assessment tasks
Journal name Assessment and Evaluation in Higher Education   Check publisher's open access policy
ISSN 0260-2938
1469-297X
Publication date 2009-10-01
Year available 2009
Sub-type Article (original research)
DOI 10.1080/02602930802187316
Volume 34
Issue 5
Start page 553
End page 563
Total pages 11
Editor Martin, S.
Place of publication London, UK
Publisher Taylor and Francis
Language eng
Subject C1
930301 Assessment and Evaluation of Curriculum
130103 Higher Education
Abstract The plentiful and steadily increasing literature on teaching and learning in higher education has produced a number of helpful frameworks and guidelines that can be applied to the development and communication of assessment practice. The continued prevalence of much imprecise, unclear and otherwise confusing terminology around the discussion of assessment tasks, however, indicates the lack of a framework that facilitates understanding of individual task components. This paper describes an appraoch to addressing this gap in the literature through the development of an assessment task design framework drawn from systemic support of academics in 'designing out' opportunities for plagiarism and the succint description of asseement innovations. The paper concludes that the framework has the potential not only to underpin more purposeful design and analysis of assessment tasks but also to introduce academics to a vast but generally unfamiliar literature on the systematic development of academic communication skills and to encourage the critique of assessment as cultural practice.
Keyword assessment design
assessment frameworks
systemic functional linguistics
Q-Index Code C1
Q-Index Status Confirmed Code

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2010 Higher Education Research Data Collection
Institute for Teaching and Learning Innovation Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 5 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 3 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Tue, 24 Nov 2009, 01:30:13 EST