| 1. |
- Brogt, Erik, et al.
(författare)
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Interpreting differences between the United States and New Zealand university students’ engagement scores as measured by the NSSE and AUSSE
- 2012
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Ingår i: Assessment & Evaluation in Higher Education. - : Informa UK Limited. - 1469-297X .- 0260-2938. ; 38:6, s. 713-736
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Tidskriftsartikel (refereegranskat)abstract
- Press releases concerning the Australasian Survey of Student Engagement (AUSSE) results warn that university students in Australia and New Zealand are less engaged than their peers at United States institutions. Such warnings about student engagement and interactions then become targets for improvement on Australasian universities’ strategic plans. In considering New Zealand university students’ survey responses, we examined AUSSE and the US National Survey of Student Engagement (NSSE) data for 2009 and 2010 with respect to all items that load on the five scales these instruments share. We argue that most of the observed differences in responses, response distributions and subsequent scale scores can be attributed to differences in educational pathways and cultures between the USA and New Zealand. Consequently, considerable caution in these trans-Pacific comparisons is warranted, particularly when formulating policy and practices to improve student engagement in New Zealand based on methods that have been employed in different educational contexts.
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| 2. |
- Bygren, Magnus
(författare)
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Biased grades? Changes in grading after a blinding of examinations reform
- 2020
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Ingår i: Assessment & Evaluation in Higher Education. - : Informa UK Limited. - 0260-2938 .- 1469-297X. ; 45:2, s. 292-303
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Tidskriftsartikel (refereegranskat)abstract
- Group differences in average grades prior to and after a step-wise introduction of blinded examinations at Stockholm University are examined. Relative to students with 'native' names, students with 'foreign' names appear to experience weak positive bias in the grading of their examinations, but the estimated effect is sensitive to model specification. No substantial effects of blinding examinations with respect to male-female gaps are found. The results suggest that examiners - when the names of students are disclosed to them - if anything have a weak tendency to positively discriminate for students perceived to have an immigrant background, but they do not appear to discriminate on the basis of gender.
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| 3. |
- Chong, Sin Wang, et al.
(författare)
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Feedback practices in journal peer-review : a systematic literature review
- 2022
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Ingår i: Assessment & Evaluation in Higher Education. - : Informa UK Limited. - 0260-2938 .- 1469-297X. ; , s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- Feedback provided by peer reviewers plays a pivotal role in any journal peer-review model. Peer-review feedback helps authors reconsider their manuscripts in a new light and improve their work before it is published. While there is a wealth of knowledge and empirical evidence focusing on effective feedback practices in educational settings, there is a dearth of research on journal peer-review feedback, especially in some academic disciplines including the social sciences and education. To better understand ‘good’ and ‘bad’ peer-review feedback practices across academic disciplines, we conducted a systematic literature review, informed by grounded theory, that aimed to identify the feedback features and factors that exert an impact on quality of peer-review feedback. Findings from 20 publications indicate a list of good and bad features of peer-review feedback pertaining to content, language, tone, structure and timeliness. We also identified a number of internal and external factors that influence how peer reviewers provide feedback such as academics’ expertise, language skills, motivation and seniority, as well as external influences such as anonymity in peer-review, and interactions between editors and peer reviewers. Implications for researching and practising peer-review are discussed.
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| 4. |
- Colnerud, Gunnel, et al.
(författare)
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Academic dishonesty, ethical norms and learning
- 2009
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Ingår i: ASSESSMENT and EVALUATION IN HIGHER EDUCATION. - : Informa UK Limited. - 0260-2938 .- 1469-297X. ; 34:5, s. 505-517
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Tidskriftsartikel (refereegranskat)abstract
- This study is aimed to deduce which ethical norms and considerations are implicitly present in the students answers when they are asked to define to what degree the presented actions in a questionnaire are acts of cheating. Data are analysed by factor analysis as well as qualitative analysis. The questions asked are: What characterises the items regarded as cheating? What characterises the items not regarded as cheating? The implicit logic in the students attitudes is: The lower the degree of effort and work, the lower degree of learning can be expected; the lower is the degree of learning, the higher will be the degree of academic dishonesty. If the academic dishonesty does promote learning, it can be morally justified by mixed arguments from three ethical theories, consequentialist, deontology and virtue ethics.
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| 5. |
- Ellegaard, Marianne, et al.
(författare)
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Patterns in the form of formative feedback and student response
- 2018
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Ingår i: Assessment & Evaluation in Higher Education. - : Informa UK Limited. - 0260-2938 .- 1469-297X. ; 43:5, s. 727-744
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Tidskriftsartikel (refereegranskat)abstract
- Formative feedback currently receives attention as an effective means of increasing student learning. However, how to frame feedback to achieve the best effect is an ongoing debate. In this study we analyse a written data-set of 174 segments of teacher feedback and student response, coded using 10 emergent feedback and 14 response categories. As it is argued that feedback is a dialogue between students and teacher, links between feedback and response segments are viewed as a dialogical framework that we visualise and understand using network analysis. From this network we conclude that some ways of formulating feedback are more productive and likely to lead to types of responses that signify learning than others. We thus identify the reflection group of responses, consisting of the categories reflective response, explanation and students investigate own thinking. The feedback categories that link primarily to the reflection group are open question, wondering question and leading question, which we categorise as the questioning group of feedback. We discuss these patterns against a previously published framework, and by discussing specific examples we further our understanding of what makes feedback formative.
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| 6. |
- Engström, Henrik
(författare)
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A model for conducting and assessing interdisciplinary undergraduate dissertations
- 2015
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Ingår i: Assessment & Evaluation in Higher Education. - : Routledge. - 0260-2938 .- 1469-297X. ; 40:5, s. 725-739
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents an effort to create a unified model for conducting and assessing undergraduate dissertations, shared by all disciplines involved in computer game development at a Swedish university. Computer game development includes technology-oriented disciplines as well as disciplines with aesthetical traditions. The challenge has been to create a unified process and assessment procedure while maintaining the individual disciplines? academic standards. The unification has been achieved through the development of the Interdisciplinary Dissertation Model ? a shared model where the assessment is focused on fundamental academic principles, and there is a clear separation between summative and formative assessment and well-defined interaction loops between examiners, supervisors and students. Examiners from all involved disciplines have regular meetings focusing on creating an interdisciplinary view on the summative assessment of undergraduate dissertations. The model developed has been successful in that it allows for a unified process for disciplines from fundamentally different academic traditions. The quality of the examined dissertations has been evaluated in a national evaluation. The result shows that all participating disciplines meet the requirements from their respective communities. This shows that the proposed model successfully unifies disciplines without sacrificing the quality in any discipline.
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| 7. |
- Erikson, Malgorzata, 1960, et al.
(författare)
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A single-question qualitative bachelor’s programme evaluation
- 2018
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Ingår i: Assessment & Evaluation in Higher Education. - : Informa UK Limited. - 0260-2938 .- 1469-297X. ; 43:6, s. 969-978
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Tidskriftsartikel (refereegranskat)abstract
- Conventionally, quantitative surveys are used for student evaluations in higher education, but the validity of this practice has been questioned. In the present study, we investigated a qualitative method for evaluating a bachelor’s programme. Forty-one first-year students and twenty-eight third-year students on a bachelor’s programme in Public Administration were asked to answer a single question in relation to their programme: ‘What could have been done in order to support your learning?’ The students provided rich responses of a depth and breadth not attainable through conventional surveys, making this method worthwhile for educational development at the programme level. The responses focused on students’ own learning rather than on judgement of teacher performance. The results indicate that the students underwent a transition from the first to third year, suggesting a shift in needs. For example, first-year students asked for direct interaction, whereas third-year students asked for feedback on accomplishments. Practical applications are discussed.
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| 8. |
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| 9. |
- Farazouli, Alexandra, et al.
(författare)
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Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers' assessment practices
- 2023
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Ingår i: Assessment & Evaluation in Higher Education. - 0260-2938 .- 1469-297X.
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Tidskriftsartikel (refereegranskat)abstract
- AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in particular, our study examines how AI chatbots impact university teachers' assessment practices, exploring teachers' perceptions about how ChatGPT performs in response to home examination prompts in undergraduate contexts. University teachers (n = 24) from four different departments in humanities and social sciences participated in Turing Test-inspired experiments, where they blindly assessed student and ChatGPT-written responses to home examination questions. Additionally, we conducted semi-structured interviews in focus groups with the same teachers examining their reflections about the quality of the texts they assessed. Regarding chatbot-generated texts, we found a passing rate range across the cohort (37.5 - 85.7%) and a chatbot-written suspicion range (14-23%). Regarding the student-written texts, we identified patterns of downgrading, suggesting that teachers were more critical when grading student-written texts. Drawing on post-phenomenology and mediation theory, we discuss AI chatbots as a potentially disruptive technology in higher education practices.
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| 10. |
- Flodén, Jonas, 1974
(författare)
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The impact of student feedback on teaching in higher education
- 2017
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Ingår i: Assessment & Evaluation in Higher Education. - : Informa UK Limited. - 0260-2938 .- 1469-297X. ; 42:7, s. 1054-1068
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Tidskriftsartikel (refereegranskat)abstract
- Receiving feedback from students has become a normal part of life for university teachers worldwide. This puts pressure on them from several sides and may be an influential factor that leads them to tailor their teaching to students’ preferences. The aim of this study was to investigate teachers’ perceptions of student feedback and how it affects their teaching choices. A survey was sent out to all teachers at the School of Business, Economics and Law at the University of Gothenburg, Sweden. The study found that student feedback is perceived positively by university teachers, has a large impact on their teaching and helps improve courses. Student feedback pushes teaching in the direction of fewer lectures and more tutorials, seminars and case studies. Teachers receiving negative student feedback experience more negative feelings related to the feedback, and are also more likely to introduce unjustified changes to their teaching in order to please students. These teachers also tend to have less teaching experience. However, a very large majority of teachers have a high level of professional pride and integrity and do not make (as they perceive them) unjustified changes to their teaching.
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