Mantz Yorke - Academia.edu (original) (raw)
Papers by Mantz Yorke
Assessing more than the individual 11 Some technical issues relating to assessment 12 Practitione... more Assessing more than the individual 11 Some technical issues relating to assessment 12 Practitioners as assessors 13 The workplace as a learning opportunity 14 Concluding comment References I. There is little in the literature on students' experiences of being assessed in PBPL situations. Since what is written in assessment specifications (and understood by assessors) may be understood differently by students, 'assessment-in-use' as perceived by students may be a worthwhile topic for investigation. J. The literature suggests that the training of workplace assessors (and, to some extent, academics) has been patchy. As the use of PBPL increases, it seems important to gain a stronger appreciation of the extent of training in assessment for it, and of the strengths, weaknesses, opportunities and threats [SWOT] that apply. K. In relation to the above, particular attention might be given to the extent to which mentors in the workplace 'double up' the roles of formative and summative assessment, and the extent to which this is perceived by those involved a problem. L. The duality of role may be particularly marked in respect of the practitioner/teacher appointments that exist, largely (but not exclusively) in the health arena. An issue susceptible to research is how such appointees enact their role, with particular reference to their role as formative and/or summative assessors. M. How is the assessment of PBPL undertaken when the work undertaken is group-based? What are the strengths and weaknesses of the methods used, and what might be done to mitigate the latter? N. How are summative assessments of performances in the workplace, some of which may relate to evanescent actions, made available for moderation or confirmation?
Tertiary Education and Management, Mar 1, 1996
Without Abstract
Tertiary Education and Management, Jun 1, 1997
and Wales; later in Northern Ireland. 2 See Knight (2005) for discussion of differing approaches ... more and Wales; later in Northern Ireland. 2 See Knight (2005) for discussion of differing approaches to assessment.
Emerald (MCB UP ) eBooks, Dec 15, 2004
Springer eBooks, Nov 13, 2008
Criticism of grading is not new. Milton, Pollio and Eison (1986) made a fairly forceful case that... more Criticism of grading is not new. Milton, Pollio and Eison (1986) made a fairly forceful case that grading was suspect, but to little avail – not surprisingly, since a long-established approach is difficult to dislodge. There is now more evidence that grading does not do what many believe it does (especially in respect of providing trustworthy indexes of student achievement), so the time may be ripe for a further challenge to existing grading practices. Grade is inherently ambiguous as a term, in that it can be used in respect of rawmarks or scores, derivatives of rawmarks (in the US, for example, the letter grades determined by conversion of raw percentages), and overall indexes of achievement. In this chapter the ambiguity is not entirely avoided: however, an appreciation of the context in which the term ‘grade’ is used should mitigate the problem of multiple meaning. Grades are signals of achievement which serve a number of functions including the following:
Assessment & Evaluation in Higher Education, Dec 15, 2014
Students’ sense of ‘belongingness’ and their engagement in academic study have been identified as... more Students’ sense of ‘belongingness’ and their engagement in academic study have been identified as key contributors to student success. A short instrument that can identify changes over time in students’ sense of belonging to their institution, their academic engagement and their self-confidence has been developed and used in conjunction with the ‘What Works? Student Retention and Success Change Programme’ (supported by the Paul Hamlyn Foundation and the Higher Education Academy). This article outlines the instrument, its rationale (including its relationship with other survey instruments) and its technical characteristics, and presents analyses of the data. The practical utilisation of the survey is also discussed.
Quality in Higher Education, Apr 1, 2011
ABSTRACT Student engagement with the world of work or voluntary service has become increasingly p... more ABSTRACT Student engagement with the world of work or voluntary service has become increasingly prominent in higher education curricula as nations and states seek competitive advantage for their economies. Developments in assessment have lagged behind developments in curricula. It is argued that the incorporation of work‐engaged learning into curricula requires a paradigm shift in assessment methodology. Even without such a paradigm shift, work‐engaged learning poses some significant challenges for the assurance of quality and standards.
Higher Education Quarterly, 2002
In order to determine trends in the percentages of good degrees awarded, data showing the awards ... more In order to determine trends in the percentages of good degrees awarded, data showing the awards profiles for the five academic years 1994-95 to 1998-99 for universities in England, Wales and Northern Ireland were analysed by institution and by subject area. Although earlier research had shown a rise in the modal class of honours degree over the period 1973 to 1993, the present analyses demonstrate that, although there is an overall upward trend in the percentage of good degrees, the direction of the trend has varied from subject area to subject area. In seven of 17 subject areas, the upward trend is, statistically, reasonably robust. The trends in individual institutions have varied, probably as a result of differing combinations of influences.
Quality in Higher Education, 1995
ABSTRACT
Journal of Higher Education Policy and Management, Nov 1, 2001
... bene t include not only what some term (often pejoratively) 'wastage', but also the... more ... bene t include not only what some term (often pejoratively) 'wastage', but also the employability of graduates ... produced by the UK House of Commons Education and Employment Select Committee (Education and Employment Committee, 2001 ... Outside Benchmark Expectations? ...
Management in Education, Nov 1, 1997
Management in Education, Sep 1, 1997
Quality Assurance in Education, Jun 1, 1996
The external examiner system in higher education is, for a variety of reasons, widely believed to... more The external examiner system in higher education is, for a variety of reasons, widely believed to be under strain: as a result, the role of the external examiner has, in recent years, come under particular scrutiny. Reports a survey of current and desired practice regarding external examining in higher education courses in art and design. Suggests that, in these disciplines, it is generally desired that external examiners act in an auditing role rather than become involved in details of assessment practice. The manifested desire for external examiners to take the role of "course consultant" introduces a tension which may not be capable of resolution under existing expectations of external examining. Claims that there is a need to reconstrue the role of the external examiner within a broader framework of quality assurance processes if maximum benefit is to be gained from an external perspective. I wish to thank the referees who commented on an earlier draft for their helpful comments. Any errors of omission or commission are, of course, my responsibility.
Tertiary Education and Management, 1999
Quality in Higher Education, Apr 1, 1996
ABSTRACT
Journal of Higher Education Policy and Management, Jul 1, 2004
ABSTRACT Institutions outside the US have been relatively slow to develop a formally constituted ... more ABSTRACT Institutions outside the US have been relatively slow to develop a formally constituted institutional research capacity (rather than undertaking research into institutional functioning as the need is perceived), perhaps because of differences in the way that higher education is organised in their countries. Some examples of engagements in UK higher education that partially satisfy the conditions of institutional research as a corporate endeavour lead, via a consideration of various perspectives on the topic, towards an argument that, in a period of increased competition in higher education, institutional research will be critical to the continuing success of some institutions.
Assessing more than the individual 11 Some technical issues relating to assessment 12 Practitione... more Assessing more than the individual 11 Some technical issues relating to assessment 12 Practitioners as assessors 13 The workplace as a learning opportunity 14 Concluding comment References I. There is little in the literature on students' experiences of being assessed in PBPL situations. Since what is written in assessment specifications (and understood by assessors) may be understood differently by students, 'assessment-in-use' as perceived by students may be a worthwhile topic for investigation. J. The literature suggests that the training of workplace assessors (and, to some extent, academics) has been patchy. As the use of PBPL increases, it seems important to gain a stronger appreciation of the extent of training in assessment for it, and of the strengths, weaknesses, opportunities and threats [SWOT] that apply. K. In relation to the above, particular attention might be given to the extent to which mentors in the workplace 'double up' the roles of formative and summative assessment, and the extent to which this is perceived by those involved a problem. L. The duality of role may be particularly marked in respect of the practitioner/teacher appointments that exist, largely (but not exclusively) in the health arena. An issue susceptible to research is how such appointees enact their role, with particular reference to their role as formative and/or summative assessors. M. How is the assessment of PBPL undertaken when the work undertaken is group-based? What are the strengths and weaknesses of the methods used, and what might be done to mitigate the latter? N. How are summative assessments of performances in the workplace, some of which may relate to evanescent actions, made available for moderation or confirmation?
Tertiary Education and Management, Mar 1, 1996
Without Abstract
Tertiary Education and Management, Jun 1, 1997
and Wales; later in Northern Ireland. 2 See Knight (2005) for discussion of differing approaches ... more and Wales; later in Northern Ireland. 2 See Knight (2005) for discussion of differing approaches to assessment.
Emerald (MCB UP ) eBooks, Dec 15, 2004
Springer eBooks, Nov 13, 2008
Criticism of grading is not new. Milton, Pollio and Eison (1986) made a fairly forceful case that... more Criticism of grading is not new. Milton, Pollio and Eison (1986) made a fairly forceful case that grading was suspect, but to little avail – not surprisingly, since a long-established approach is difficult to dislodge. There is now more evidence that grading does not do what many believe it does (especially in respect of providing trustworthy indexes of student achievement), so the time may be ripe for a further challenge to existing grading practices. Grade is inherently ambiguous as a term, in that it can be used in respect of rawmarks or scores, derivatives of rawmarks (in the US, for example, the letter grades determined by conversion of raw percentages), and overall indexes of achievement. In this chapter the ambiguity is not entirely avoided: however, an appreciation of the context in which the term ‘grade’ is used should mitigate the problem of multiple meaning. Grades are signals of achievement which serve a number of functions including the following:
Assessment & Evaluation in Higher Education, Dec 15, 2014
Students’ sense of ‘belongingness’ and their engagement in academic study have been identified as... more Students’ sense of ‘belongingness’ and their engagement in academic study have been identified as key contributors to student success. A short instrument that can identify changes over time in students’ sense of belonging to their institution, their academic engagement and their self-confidence has been developed and used in conjunction with the ‘What Works? Student Retention and Success Change Programme’ (supported by the Paul Hamlyn Foundation and the Higher Education Academy). This article outlines the instrument, its rationale (including its relationship with other survey instruments) and its technical characteristics, and presents analyses of the data. The practical utilisation of the survey is also discussed.
Quality in Higher Education, Apr 1, 2011
ABSTRACT Student engagement with the world of work or voluntary service has become increasingly p... more ABSTRACT Student engagement with the world of work or voluntary service has become increasingly prominent in higher education curricula as nations and states seek competitive advantage for their economies. Developments in assessment have lagged behind developments in curricula. It is argued that the incorporation of work‐engaged learning into curricula requires a paradigm shift in assessment methodology. Even without such a paradigm shift, work‐engaged learning poses some significant challenges for the assurance of quality and standards.
Higher Education Quarterly, 2002
In order to determine trends in the percentages of good degrees awarded, data showing the awards ... more In order to determine trends in the percentages of good degrees awarded, data showing the awards profiles for the five academic years 1994-95 to 1998-99 for universities in England, Wales and Northern Ireland were analysed by institution and by subject area. Although earlier research had shown a rise in the modal class of honours degree over the period 1973 to 1993, the present analyses demonstrate that, although there is an overall upward trend in the percentage of good degrees, the direction of the trend has varied from subject area to subject area. In seven of 17 subject areas, the upward trend is, statistically, reasonably robust. The trends in individual institutions have varied, probably as a result of differing combinations of influences.
Quality in Higher Education, 1995
ABSTRACT
Journal of Higher Education Policy and Management, Nov 1, 2001
... bene t include not only what some term (often pejoratively) 'wastage', but also the... more ... bene t include not only what some term (often pejoratively) 'wastage', but also the employability of graduates ... produced by the UK House of Commons Education and Employment Select Committee (Education and Employment Committee, 2001 ... Outside Benchmark Expectations? ...
Management in Education, Nov 1, 1997
Management in Education, Sep 1, 1997
Quality Assurance in Education, Jun 1, 1996
The external examiner system in higher education is, for a variety of reasons, widely believed to... more The external examiner system in higher education is, for a variety of reasons, widely believed to be under strain: as a result, the role of the external examiner has, in recent years, come under particular scrutiny. Reports a survey of current and desired practice regarding external examining in higher education courses in art and design. Suggests that, in these disciplines, it is generally desired that external examiners act in an auditing role rather than become involved in details of assessment practice. The manifested desire for external examiners to take the role of "course consultant" introduces a tension which may not be capable of resolution under existing expectations of external examining. Claims that there is a need to reconstrue the role of the external examiner within a broader framework of quality assurance processes if maximum benefit is to be gained from an external perspective. I wish to thank the referees who commented on an earlier draft for their helpful comments. Any errors of omission or commission are, of course, my responsibility.
Tertiary Education and Management, 1999
Quality in Higher Education, Apr 1, 1996
ABSTRACT
Journal of Higher Education Policy and Management, Jul 1, 2004
ABSTRACT Institutions outside the US have been relatively slow to develop a formally constituted ... more ABSTRACT Institutions outside the US have been relatively slow to develop a formally constituted institutional research capacity (rather than undertaking research into institutional functioning as the need is perceived), perhaps because of differences in the way that higher education is organised in their countries. Some examples of engagements in UK higher education that partially satisfy the conditions of institutional research as a corporate endeavour lead, via a consideration of various perspectives on the topic, towards an argument that, in a period of increased competition in higher education, institutional research will be critical to the continuing success of some institutions.