Asghar, Mandy, Laight, Jean and Aslett-Bentley, Avril (2010) Investigating conceptions and practice of formative assessment in higher education. Literacy information and computer education journal, 1 (3). p. 192.

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Abstract

Building on previous collaborative research in a case study institution, this paper continues
to investigate data from in-depth, semistructured interviews with 25 lecturers, spanning
a wide range of disciplines and professions. Findings suggest that the discourse of
Formative Assessment is profoundly shaped by the cultural context of the courses and their
communities of practice. It appears within disciplines that internal practices are also
influenced by the context of the subject based environments. Consequently, understanding and
approaches to Formative Assessment have been found to vary across the institution. Critical
reflection on the work provides a basis for discussion of the implications for future developments in theory, research and practice.

Item Type:	Article
Status:	Published
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
School/Department:	Academic Development Directorate
URI:	https://ray.yorksj.ac.uk/id/eprint/364

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