This research on external examining arrangements across the UK was commissioned by HEFCE from the... more This research on external examining arrangements across the UK was commissioned by HEFCE from the Higher Education Academy, in cooperation with the higher education funding bodies for Scotland, Wales and Northern Ireland. The findings of the review are based on desk-based research, sector surveys, and direct engagement with stakeholders through interviews and fora.
... Sex education was primarily delivered by teaching staff but also involved school nurses,healt... more ... Sex education was primarily delivered by teaching staff but also involved school nurses,health promotion staff and youth and community workcrs. · Drop-in facilities in schools staffed by school nurses and/or youth and community workers. ...
This paper employs a case study approach in order to examine the contribution of interagency work... more This paper employs a case study approach in order to examine the contribution of interagency working to the delivery of education and services in the difficult field of young people's sexual health. It reports on a collaborative UK initiative involving teachers, community health practitioners, health promotion staff, and youth and community workers. The provision included school-based sex education, drop-in advice and information facilities, 'detached' street work, and a young person's clinic. A qualitative study was completed involving detailed interviews with 25 staff from the different agencies involved. The findings suggest that interagency collaboration can enhance the work of each organization, and can achieve a comprehensive response to young people's sexual health needs by making positive use of the distinctive roles, skills, knowledge and approaches of the different agencies. The potential that such a collaboration will have a significant impact on young people's sexual health is discussed.
This article, using a student outcomes definition of academic standards, reports on academics' se... more This article, using a student outcomes definition of academic standards, reports on academics' sense of standards as enacted through marking practices. Twelve lecturers from two UK universities were asked to 'think aloud' as they graded written assignments followed by a semi-structured interview. The interview data were used to investigate the source of tutors' standards, their sense of accountability for their grading judgements, their use of artefacts and their attitude to internal and external moderation. The findings suggest that tutors believe there are established and shared academic standards in existence for their discipline and they endeavour to maintain them. There was no evidence of significant pressure or practice related to lowering of standards, although differences in tutors' tacit 'standards' frameworks' have the potential for bias. Whilst moderation has some power to secure standards within teams, the article discusses the implications of the research for assuring standards across universities and disciplines.
ABSTRACT In the continuing concern about academic standards in the higher education sector a grea... more ABSTRACT In the continuing concern about academic standards in the higher education sector a great deal of emphasis has been placed on quality assurance procedures rather than on considering how university tutors learn to grade the quality of work produced by students. As part of a larger research project focused on how tutors grade student coursework, this paper offers a new metaphor for such tutor learning, based on a sociocultural perspective. The research project used think-aloud protocols recorded as university tutors graded student coursework, and this was followed by semi-structured interviews. The voluntary participants consisted of 25 lecturers in four contrasting domains—humanities, art and design, medicine and teacher education—in three universities, two teaching-led and one research intensive. We developed a metaphorical framework that helps to understand the work and learning of the lecturers and tested it by applying it to analysis of the tutor interview data. Grading, writing feedback, second marking and moderation are important situated professional learning opportunities for tutors to debate and reach agreement on the academic standard demonstrated by student coursework. The metaphor considers professional learning as interplay between the vertical domain of public knowledge and the horizontal domain of teachers' practical wisdom. The metaphor presented in this paper is proposed for critical consideration and wider use by academics, teachers, academic developers and teacher educators as an aid to better understanding of teacher's professional learning.
This article, using a student outcomes definition of academic standards, reports on academics' se... more This article, using a student outcomes definition of academic standards, reports on academics' sense of standards as enacted through marking practices. Twelve lecturers from two UK universities were asked to 'think aloud' as they graded written assignments followed by a semi-structured interview. The interview data were used to investigate the source of tutors' standards, their sense of accountability for their grading judgements, their use of artefacts and their attitude to internal and external moderation. The findings suggest that tutors believe there are established and shared academic standards in existence for their discipline and they endeavour to maintain them. There was no evidence of significant pressure or practice related to lowering of standards, although differences in tutors' tacit 'standards' frameworks' have the potential for bias. Whilst moderation has some power to secure standards within teams, the article discusses the implications of the research for assuring standards across universities and disciplines.
Theoretical approaches to understanding student engagement with assessment and feedback are incre... more Theoretical approaches to understanding student engagement with assessment and feedback are increasingly emphasising the importance of dialogue in recognition that learning tacit knowledge is an active, shared process. This paper evaluates an experimental approach to providing feedback which was designed to create a dialogue between tutor and student without additional work for staff. Tutors on an outdoor studies degree attempted to set up a dialogue with students by providing written feedback in response to students' questions about their work, requested on their assignment cover sheets. Data were collected in the form of their feedback questions, interviews with students and a focus group of staff. The data indicate that the approach encouraged students to think about their writing but that students' limited understanding of staff expectations and standards limits their ability to initiate a meaningful dialogue with their tutors. More positively, the research suggests that if staff capitalise on and develop existing peer discussion of assessment, it may provide an important foundation for the greater challenge of entering into a dialogue with academic staff.
... where someone has Â… perhaps just not done very much anyway towards the performance or Â…but ..... more ... where someone has Â… perhaps just not done very much anyway towards the performance or Â…but ... for Level 4 (year 1) modules, but they altered their interpretation of the assessment criteria to take into account the new context of working with students with complex disabilities ...
This paper reports on the second phase of a project designed to improve students' understand... more This paper reports on the second phase of a project designed to improve students' understanding of assessment demands. In Stage 1, Level 1 students were involved in a range of activities culminating in peer marking. This peer assessment was, itself, marked by the tutors to encourage ...
The editor of this valuable collection has gathered together many of the leading names in the fie... more The editor of this valuable collection has gathered together many of the leading names in the field, providing unique insight into assessment as it is seen at the cutting edge. Combining a diverse range of case studies and perspectives with solid theory, the book ...
Introduction Marking is important. The grades we give students and the decisions we make about wh... more Introduction Marking is important. The grades we give students and the decisions we make about whether they pass or fail coursework and examinations are at the heart of our academic standards. Assessment in higher education involves decentralised, subject-specific ...
This article challenges a number of assumptions underlying marking of student work in British uni... more This article challenges a number of assumptions underlying marking of student work in British universities. It argues that, in developing rigorous moderation procedures, we have created a huge burden for markers which adds little to accuracy and reliability but creates additional work for staff, constrains assessment choices and slows down feedback to students. In this under-researched area of higher education, the article will explore whether there are other ways to provide confidence in marking and grading. These might divert this energy into productive activities with useful outcomes for students and learning.
This research on external examining arrangements across the UK was commissioned by HEFCE from the... more This research on external examining arrangements across the UK was commissioned by HEFCE from the Higher Education Academy, in cooperation with the higher education funding bodies for Scotland, Wales and Northern Ireland. The findings of the review are based on desk-based research, sector surveys, and direct engagement with stakeholders through interviews and fora.
... Sex education was primarily delivered by teaching staff but also involved school nurses,healt... more ... Sex education was primarily delivered by teaching staff but also involved school nurses,health promotion staff and youth and community workcrs. · Drop-in facilities in schools staffed by school nurses and/or youth and community workers. ...
This paper employs a case study approach in order to examine the contribution of interagency work... more This paper employs a case study approach in order to examine the contribution of interagency working to the delivery of education and services in the difficult field of young people's sexual health. It reports on a collaborative UK initiative involving teachers, community health practitioners, health promotion staff, and youth and community workers. The provision included school-based sex education, drop-in advice and information facilities, 'detached' street work, and a young person's clinic. A qualitative study was completed involving detailed interviews with 25 staff from the different agencies involved. The findings suggest that interagency collaboration can enhance the work of each organization, and can achieve a comprehensive response to young people's sexual health needs by making positive use of the distinctive roles, skills, knowledge and approaches of the different agencies. The potential that such a collaboration will have a significant impact on young people's sexual health is discussed.
This article, using a student outcomes definition of academic standards, reports on academics' se... more This article, using a student outcomes definition of academic standards, reports on academics' sense of standards as enacted through marking practices. Twelve lecturers from two UK universities were asked to 'think aloud' as they graded written assignments followed by a semi-structured interview. The interview data were used to investigate the source of tutors' standards, their sense of accountability for their grading judgements, their use of artefacts and their attitude to internal and external moderation. The findings suggest that tutors believe there are established and shared academic standards in existence for their discipline and they endeavour to maintain them. There was no evidence of significant pressure or practice related to lowering of standards, although differences in tutors' tacit 'standards' frameworks' have the potential for bias. Whilst moderation has some power to secure standards within teams, the article discusses the implications of the research for assuring standards across universities and disciplines.
ABSTRACT In the continuing concern about academic standards in the higher education sector a grea... more ABSTRACT In the continuing concern about academic standards in the higher education sector a great deal of emphasis has been placed on quality assurance procedures rather than on considering how university tutors learn to grade the quality of work produced by students. As part of a larger research project focused on how tutors grade student coursework, this paper offers a new metaphor for such tutor learning, based on a sociocultural perspective. The research project used think-aloud protocols recorded as university tutors graded student coursework, and this was followed by semi-structured interviews. The voluntary participants consisted of 25 lecturers in four contrasting domains—humanities, art and design, medicine and teacher education—in three universities, two teaching-led and one research intensive. We developed a metaphorical framework that helps to understand the work and learning of the lecturers and tested it by applying it to analysis of the tutor interview data. Grading, writing feedback, second marking and moderation are important situated professional learning opportunities for tutors to debate and reach agreement on the academic standard demonstrated by student coursework. The metaphor considers professional learning as interplay between the vertical domain of public knowledge and the horizontal domain of teachers' practical wisdom. The metaphor presented in this paper is proposed for critical consideration and wider use by academics, teachers, academic developers and teacher educators as an aid to better understanding of teacher's professional learning.
This article, using a student outcomes definition of academic standards, reports on academics' se... more This article, using a student outcomes definition of academic standards, reports on academics' sense of standards as enacted through marking practices. Twelve lecturers from two UK universities were asked to 'think aloud' as they graded written assignments followed by a semi-structured interview. The interview data were used to investigate the source of tutors' standards, their sense of accountability for their grading judgements, their use of artefacts and their attitude to internal and external moderation. The findings suggest that tutors believe there are established and shared academic standards in existence for their discipline and they endeavour to maintain them. There was no evidence of significant pressure or practice related to lowering of standards, although differences in tutors' tacit 'standards' frameworks' have the potential for bias. Whilst moderation has some power to secure standards within teams, the article discusses the implications of the research for assuring standards across universities and disciplines.
Theoretical approaches to understanding student engagement with assessment and feedback are incre... more Theoretical approaches to understanding student engagement with assessment and feedback are increasingly emphasising the importance of dialogue in recognition that learning tacit knowledge is an active, shared process. This paper evaluates an experimental approach to providing feedback which was designed to create a dialogue between tutor and student without additional work for staff. Tutors on an outdoor studies degree attempted to set up a dialogue with students by providing written feedback in response to students' questions about their work, requested on their assignment cover sheets. Data were collected in the form of their feedback questions, interviews with students and a focus group of staff. The data indicate that the approach encouraged students to think about their writing but that students' limited understanding of staff expectations and standards limits their ability to initiate a meaningful dialogue with their tutors. More positively, the research suggests that if staff capitalise on and develop existing peer discussion of assessment, it may provide an important foundation for the greater challenge of entering into a dialogue with academic staff.
... where someone has Â… perhaps just not done very much anyway towards the performance or Â…but ..... more ... where someone has Â… perhaps just not done very much anyway towards the performance or Â…but ... for Level 4 (year 1) modules, but they altered their interpretation of the assessment criteria to take into account the new context of working with students with complex disabilities ...
This paper reports on the second phase of a project designed to improve students' understand... more This paper reports on the second phase of a project designed to improve students' understanding of assessment demands. In Stage 1, Level 1 students were involved in a range of activities culminating in peer marking. This peer assessment was, itself, marked by the tutors to encourage ...
The editor of this valuable collection has gathered together many of the leading names in the fie... more The editor of this valuable collection has gathered together many of the leading names in the field, providing unique insight into assessment as it is seen at the cutting edge. Combining a diverse range of case studies and perspectives with solid theory, the book ...
Introduction Marking is important. The grades we give students and the decisions we make about wh... more Introduction Marking is important. The grades we give students and the decisions we make about whether they pass or fail coursework and examinations are at the heart of our academic standards. Assessment in higher education involves decentralised, subject-specific ...
This article challenges a number of assumptions underlying marking of student work in British uni... more This article challenges a number of assumptions underlying marking of student work in British universities. It argues that, in developing rigorous moderation procedures, we have created a huge burden for markers which adds little to accuracy and reliability but creates additional work for staff, constrains assessment choices and slows down feedback to students. In this under-researched area of higher education, the article will explore whether there are other ways to provide confidence in marking and grading. These might divert this energy into productive activities with useful outcomes for students and learning.
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Papers by Sue Bloxham