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“I’m an assessment illiterate”: Towards a shared discourse of assessment literacy for external examiners

Medland, Emma (2018) “I’m an assessment illiterate”: Towards a shared discourse of assessment literacy for external examiners Assessment and Evaluation in Higher Education, 44 (4). pp. 565-580.

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The quality assurance ‘regime’ that spans the higher education sector internationally is underpinned by a number of unchallenged assumptions. Nowhere is this more apparent than within the external examiner system in the UK, an instrument for the professional self-regulation of higher education. One such assumption is that external examiners are assessment literate. Within higher education assessment literacy is a concept in its infancy, but one that has the capacity to reverse the deterioration of confidence in academic standards. Whilst the concept is becoming integrated into the sectorial vernacular, its fluid and negotiated nature is under-conceptualised. The primary aim of this article lies in investigating the extent of external examiners’ assessment literacy and to use this as a base to initiate a discussion surrounding the development of a shared discourse of assessment literacy, thereby providing a tool for greater conceptualisation.

Item Type: Article
Divisions : Department of Higher Education
Authors :
Date : 29 December 2018
Funders : Society for Research into Higher Education (SRHE)
DOI : 10.1080/02602938.2018.1523363
Copyright Disclaimer : © 2018 Informa UK Limited, trading as Taylor & Francis Group This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment and Evaluation in Higher Education on 29 December 2019, and will be available online: 10.1080/02602938.2018.1523363
Uncontrolled Keywords : Assessment literacy; External examiners; Quality assurance; Shared discourse; Shared discourse
Depositing User : Diane Maxfield
Date Deposited : 10 Sep 2018 16:09
Last Modified : 01 Nov 2019 14:39

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