Narrative
The impact of MacLellan’s research conducted at Strathclyde, 1998-2000 is changed tutor conceptualisation of assessment. Tutors view and conduct assessment in more elaborated ways (rather than solely in detached and summative terms) through integrating assessment feedback into their pedagogy and through recognising valid assessment to be partly informed by student engagement. Impact is not in the use of particular assessment applications, but in tutors reflectively characterising their pedagogical practice to take account of specific assessment contexts, tasks and students in their care. This in turn is evidenced in the scholarly accounts of practice reported in the applied field of Education/Academic practice.Impact status | Open |
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Category of impact | Education |
Related content
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Research output
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Authenticity in assessment tasks: a heuristic exploration of academics' perceptions
Research output: Contribution to journal › Article › peer-review
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How convincing is alternative assessment for use in higher education?
Research output: Contribution to journal › Article › peer-review
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Assessment for learning: the differing perceptions of tutors and students
Research output: Chapter in Book/Report/Conference proceeding › Chapter
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How reflective is the academic essay?
Research output: Contribution to journal › Article › peer-review
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Evidence of authentic achievement: the extent of disciplined enquiry in student teachers' essay scripts
Research output: Contribution to journal › Article › peer-review