Margaret Price - Academia.edu (original) (raw)

Papers by Margaret Price

Brookes eJournal of …, 2008

Assessment standards lie at the heart of the assessment process underpinning assessment strategy,... more Assessment standards lie at the heart of the assessment process underpinning assessment strategy, design and marking. For students, assessment standards provide guidance for their learning and allow them to monitor their progress, and ultimately, the standards will be ...

Studies in Higher Education, 2019

HE institutions persistently seek to increase student engagement and satisfaction with assessment... more HE institutions persistently seek to increase student engagement and satisfaction with assessment feedback, but with limited success. This study identifies the attributes of good feedback from the perspective of recipients. In a distinctive participatory research design, student participants were invited to bring along actual examples of feedback that they perceived as either 'good' or bad' to 32 interviews with student researchers. Findings highlight the complex interdependency and contextual nature of key influences on students' perspectives. The feedback artefact itself, its place in assessment and feedback design, relationships of the learner with peers and tutors, and students' assessment literacy all affect students' perspectives. We conclude that standardising the technical aspects of feedback, such as the feedback artefact or the timing or medium of its delivery is insufficient: a broader consideration of all key domains of influence is needed to genuinely increase student engagement and satisfaction with feedback.

Assessment & Evaluation in Higher Education, 2015

It is clear from the literature that feedback is potentially the most powerful and potent part of... more It is clear from the literature that feedback is potentially the most powerful and potent part of the assessment cycle when it comes to improving further student learning. However, for some time, there has been a growing amount of research evidence that much feedback practice does not fulfil this potential to influence future student learning because it fails in a host of different ways. This dilemma of the disjuncture between theory and practice has been increasingly highlighted by the UK National Student Survey results. This paper uses a model of the assessment process cycle to frame understandings drawn from the literature, and argues that the problem with much current practice resides largely in a failure to effectively engage students with feedback. The paper goes on to explore how best to effectively engage students with assessment feedback, with evidenced examples of feedback strategies that have successfully overcome this problem.

Studies in Higher Education, 2013

Innovations in Education and Training International, 1995

This research project investigates the use of supplemental instruction (SI) to support student le... more This research project investigates the use of supplemental instruction (SI) to support student learning on business modules at Oxford Brookes University. SI is a formalized system of peer supported learning devised in the US that is intended to be used on traditionally difficult courses. Although business at Oxford Brookes is not considered a traditionally difficult subject area, the intention was

Assessment & Evaluation in Higher Education, 2013

Within the changing environment of higher education this book is intended as a timely contributio... more Within the changing environment of higher education this book is intended as a timely contribution that argues assessment literacy is key to better learning and satisfaction. It provides the theoretical underpinning for assessment literacy, uses evidence of impact of changes proposed, outlines how to change practice and discusses the potential of such change for radical reform of assessment processes. It is time to look differently at the roles of staff and students, to develop their assessment literacy and prepare them for a new era of assessment and feedback in higher education. This book addresses these important issues.

Assessment standards lie at the heart of the assessment process underpinning assessment strategy,... more Assessment standards lie at the heart of the assessment process underpinning assessment strategy, design and marking. For students, assessment standards provide guidance for their learning and allow them to monitor their progress, and ultimately, the standards will be used to judge their performance. Yet there has been little serious consideration of the nature of assessment standards or their effective communication between stakeholders (primarily staff and students but also employers, professional bodies and government). However, amid accusations from the media concerning ‘dumbing down,’ there have been wider concerns expressed about assessment and assessment standards, not least in the Burgess Report, which identified a range of problems, including marking reliability and communication of assessment standards.

In response to these concerns the Assessment Standards Knowledge exchange (ASKe), a Centre for Excellence in Teaching and Learning, brought together an international forum of experts on assessment in higher education (the Weston Manor Group) to consider issues around assessment standards and make proposals about changes to policy and practice. Members of the group (Appendix 1) were invited to participate based on their research and publication on assessment issues. The Group is clear that learners who engage in assessment are entitled to fair and transparent assessment practices and standards. However, it is the Group’s view that assessment standards reside in the practices of academic and professional communities and in the nature and level of the tasks in which learners engage, rather than being fully describable in statements of learning outcomes or marking criteria. In addition, the Group believes that currently there is an over-emphasis on the measurement of learning, often at the expense of assessment for learning. These fundamental evidence-based beliefs underpin a Manifesto for Change which the Group is putting forward with a view to stimulating debate across the sector and, more importantly, as a step towards bringing about necessary changes in policy and practice. The rationale and evidence for the tenets of the manifesto are presented in this paper.

Http Dx Doi Org 10 1080 07294360 2013 806438, Dec 1, 2013

ABSTRACT The problems of shifting from norm-referenced assessment to criterion-referenced assessm... more ABSTRACT The problems of shifting from norm-referenced assessment to criterion-referenced assessment have been identified by several scholars in recent years. These important critiques touch on a number of areas, but neglect a key question about how assessors learn to accomplish what Shay calls a ‘socially situated interpretive act'. Research that does exist tends to focus on salaried, full-time academics. This overlooks the heterogeneity of the academic labour force in higher education and the substantial contribution made by contract (hourly-paid) lecturers, particularly in applied disciplines such as Business and Management. This study explores how nine newcomers to a UK Business School – including salaried and contract staff – attempt to understand local assessment practice. We use a situated learning lens to analyse their diary entries and interviews about their experiences of learning to mark. Drawing on scholars such as Sadler, we examine the suggestion that exemplars are important for newcomers coming to understand local assessment practice. We argue for the fundamental importance of dialogue about exemplars and other aspects of practice, both to develop inter-subject understandings of assessment ‘anchor points' and also to foster among newcomers (and especially contract lecturers) a greater sense of participating in, and being valued by, the local assessment community.

Assessment Evaluation in Higher Education, Sep 14, 2010

... Wenger E (1998) Communities of practice: learning, meaning ... Wolf A (1997) Assessment in hi... more ... Wenger E (1998) Communities of practice: learning, meaning ... Wolf A (1997) Assessment in higher education and the role of 'graduateness' Higher Education Quality Council London View all references) and criteria may limit the expectations of staff and students about what ...

Http Dx Doi Org 10 1080 02602938 2012 714738, Sep 20, 2013

ABSTRACT Grade descriptors, marking guides and exemplars are generally accepted to have a positiv... more ABSTRACT Grade descriptors, marking guides and exemplars are generally accepted to have a positive impact in assisting students’ understanding of assessment task requirements and standards, but little is known about how students use such resources. This paper provides insight into the perceptions of first-year students of the usefulness of grade descriptors, marking criteria and annotated exemplars. Of the 119 students who provided their reflections on the resources, 87% found the resources to be useful. Students’ responses about the usefulness of the resources revealed two main standpoints: those (1) seeking precise guidance and (2) happy with ‘an idea’ of standards. A thematic analysis identified 10 subthemes which were related to these standpoints. There was a strong relationship between students seeking precise guidance and requests for even more exemplars, while those happy with only an ‘idea’ of standards felt the resources largely gave them what they needed and assisted their learning. We discuss some implications of these findings.

Http Dx Doi Org 10 1080 13562510801923344, Apr 1, 2008

This paper presents a framework of approaches to sharing meaningful knowledge of assessment stand... more This paper presents a framework of approaches to sharing meaningful knowledge of assessment standards amongst an academic community, particularly students. Presented as a nested hierarchy, these approaches encompass: a 'laissez faire' approach in which students' ...

Higher Education Research & Development, 2015

Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 1 5 8 0/ ... more Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 1 5 8 0/ U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a' s i n s t i t u t i o n a l r e p o s i t o r y 'I n s i g h t' m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .

Assessment & Evaluation in Higher Education, 2015

Unreliability in marking is well documented yet we lack studies that have investigated assessors'... more Unreliability in marking is well documented yet we lack studies that have investigated assessors' detailed use of assessment criteria. This project used a form of Kelly's Repertory Grid method to examine the characteristics that 24 experienced, UK assessors notice in distinguishing between students' performance in four contrasting subject disciplines: that is their implicit assessment criteria. Variation in the choice, ranking and scoring of criteria was evident. Inspection of the individual construct scores in a sub-sample of academic historians revealed five factors in the use of criteria that contribute to marking inconsistency. The results imply that whilst more effective and social marking processes that encourage sharing of standards in institutions and disciplinary communities may help align standards, assessment decisions at this level are so complex, intuitive and tacit that variability is inevitable. It concludes that universities should be more honest with themselves and with students and actively help students to understand that application of assessment criteria is a complex judgement and there is rarely an incontestable interpretation of their meaning.

Enhancing Learning in the Social Sciences, 2011

Teaching in Higher Education, 2004

In recent years there has been an increasing emphasis in higher education on the explicit articul... more In recent years there has been an increasing emphasis in higher education on the explicit articulation of assessment standards and requirements-whether this emanates from calls for public accountability or based on ideas of good educational practice (Ecclestone, 2001). We argue in this paper that a single-minded focus on explicit articulation, whilst currently the dominant logic of higher education, will inevitably fall short of providing students and staff with meaningful knowledge of standards and criteria. Inherent difficulties in the explicit verbal description of standards and criteria make a compelling argument for the consideration of the role of structured processes that support the effective transfer of both explicit and tacit assessment knowledge. With reference to both empirical evidence and the literature we propose a conceptual framework for the transfer of knowledge of assessment criteria and standards that encompasses a spectrum of tacit and explicit processes, which has proven to be effective in practice in improving student performance.

Studies in Higher Education, 2011

Within many higher education systems there is a search for means to increase levels of student sa... more Within many higher education systems there is a search for means to increase levels of student satisfaction with assessment feedback. This article suggests that the search is under way in the wrong place by concentrating on feedback as a product rather than looking more widely to feedback as a long‐term dialogic process in which all parties are engaged. A three‐year

Studies in Higher Education, 2013

Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 1 5 0 4/ ... more Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 1 5 0 4/ U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a' s i n s t i t u t i o n a l r e p o s i t o r y 'I n s i g h t' m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .

Quality in Higher Education, 1999

ABSTRACT In the UK, there is growing pressure both within and across institutions to establish co... more ABSTRACT In the UK, there is growing pressure both within and across institutions to establish common assessment standards. This is an account of the introduction of a common assessment grid in a School of Business. The intention was to develop a comprehensive marking ...

Brookes eJournal of …, 2008

Assessment standards lie at the heart of the assessment process underpinning assessment strategy,... more Assessment standards lie at the heart of the assessment process underpinning assessment strategy, design and marking. For students, assessment standards provide guidance for their learning and allow them to monitor their progress, and ultimately, the standards will be ...

Studies in Higher Education, 2019

HE institutions persistently seek to increase student engagement and satisfaction with assessment... more HE institutions persistently seek to increase student engagement and satisfaction with assessment feedback, but with limited success. This study identifies the attributes of good feedback from the perspective of recipients. In a distinctive participatory research design, student participants were invited to bring along actual examples of feedback that they perceived as either 'good' or bad' to 32 interviews with student researchers. Findings highlight the complex interdependency and contextual nature of key influences on students' perspectives. The feedback artefact itself, its place in assessment and feedback design, relationships of the learner with peers and tutors, and students' assessment literacy all affect students' perspectives. We conclude that standardising the technical aspects of feedback, such as the feedback artefact or the timing or medium of its delivery is insufficient: a broader consideration of all key domains of influence is needed to genuinely increase student engagement and satisfaction with feedback.

Assessment & Evaluation in Higher Education, 2015

It is clear from the literature that feedback is potentially the most powerful and potent part of... more It is clear from the literature that feedback is potentially the most powerful and potent part of the assessment cycle when it comes to improving further student learning. However, for some time, there has been a growing amount of research evidence that much feedback practice does not fulfil this potential to influence future student learning because it fails in a host of different ways. This dilemma of the disjuncture between theory and practice has been increasingly highlighted by the UK National Student Survey results. This paper uses a model of the assessment process cycle to frame understandings drawn from the literature, and argues that the problem with much current practice resides largely in a failure to effectively engage students with feedback. The paper goes on to explore how best to effectively engage students with assessment feedback, with evidenced examples of feedback strategies that have successfully overcome this problem.

Studies in Higher Education, 2013

Innovations in Education and Training International, 1995

This research project investigates the use of supplemental instruction (SI) to support student le... more This research project investigates the use of supplemental instruction (SI) to support student learning on business modules at Oxford Brookes University. SI is a formalized system of peer supported learning devised in the US that is intended to be used on traditionally difficult courses. Although business at Oxford Brookes is not considered a traditionally difficult subject area, the intention was

Assessment & Evaluation in Higher Education, 2013

Within the changing environment of higher education this book is intended as a timely contributio... more Within the changing environment of higher education this book is intended as a timely contribution that argues assessment literacy is key to better learning and satisfaction. It provides the theoretical underpinning for assessment literacy, uses evidence of impact of changes proposed, outlines how to change practice and discusses the potential of such change for radical reform of assessment processes. It is time to look differently at the roles of staff and students, to develop their assessment literacy and prepare them for a new era of assessment and feedback in higher education. This book addresses these important issues.

Assessment standards lie at the heart of the assessment process underpinning assessment strategy,... more Assessment standards lie at the heart of the assessment process underpinning assessment strategy, design and marking. For students, assessment standards provide guidance for their learning and allow them to monitor their progress, and ultimately, the standards will be used to judge their performance. Yet there has been little serious consideration of the nature of assessment standards or their effective communication between stakeholders (primarily staff and students but also employers, professional bodies and government). However, amid accusations from the media concerning ‘dumbing down,’ there have been wider concerns expressed about assessment and assessment standards, not least in the Burgess Report, which identified a range of problems, including marking reliability and communication of assessment standards.

In response to these concerns the Assessment Standards Knowledge exchange (ASKe), a Centre for Excellence in Teaching and Learning, brought together an international forum of experts on assessment in higher education (the Weston Manor Group) to consider issues around assessment standards and make proposals about changes to policy and practice. Members of the group (Appendix 1) were invited to participate based on their research and publication on assessment issues. The Group is clear that learners who engage in assessment are entitled to fair and transparent assessment practices and standards. However, it is the Group’s view that assessment standards reside in the practices of academic and professional communities and in the nature and level of the tasks in which learners engage, rather than being fully describable in statements of learning outcomes or marking criteria. In addition, the Group believes that currently there is an over-emphasis on the measurement of learning, often at the expense of assessment for learning. These fundamental evidence-based beliefs underpin a Manifesto for Change which the Group is putting forward with a view to stimulating debate across the sector and, more importantly, as a step towards bringing about necessary changes in policy and practice. The rationale and evidence for the tenets of the manifesto are presented in this paper.

Http Dx Doi Org 10 1080 07294360 2013 806438, Dec 1, 2013

ABSTRACT The problems of shifting from norm-referenced assessment to criterion-referenced assessm... more ABSTRACT The problems of shifting from norm-referenced assessment to criterion-referenced assessment have been identified by several scholars in recent years. These important critiques touch on a number of areas, but neglect a key question about how assessors learn to accomplish what Shay calls a ‘socially situated interpretive act'. Research that does exist tends to focus on salaried, full-time academics. This overlooks the heterogeneity of the academic labour force in higher education and the substantial contribution made by contract (hourly-paid) lecturers, particularly in applied disciplines such as Business and Management. This study explores how nine newcomers to a UK Business School – including salaried and contract staff – attempt to understand local assessment practice. We use a situated learning lens to analyse their diary entries and interviews about their experiences of learning to mark. Drawing on scholars such as Sadler, we examine the suggestion that exemplars are important for newcomers coming to understand local assessment practice. We argue for the fundamental importance of dialogue about exemplars and other aspects of practice, both to develop inter-subject understandings of assessment ‘anchor points' and also to foster among newcomers (and especially contract lecturers) a greater sense of participating in, and being valued by, the local assessment community.

Assessment Evaluation in Higher Education, Sep 14, 2010

... Wenger E (1998) Communities of practice: learning, meaning ... Wolf A (1997) Assessment in hi... more ... Wenger E (1998) Communities of practice: learning, meaning ... Wolf A (1997) Assessment in higher education and the role of 'graduateness' Higher Education Quality Council London View all references) and criteria may limit the expectations of staff and students about what ...

Http Dx Doi Org 10 1080 02602938 2012 714738, Sep 20, 2013

ABSTRACT Grade descriptors, marking guides and exemplars are generally accepted to have a positiv... more ABSTRACT Grade descriptors, marking guides and exemplars are generally accepted to have a positive impact in assisting students’ understanding of assessment task requirements and standards, but little is known about how students use such resources. This paper provides insight into the perceptions of first-year students of the usefulness of grade descriptors, marking criteria and annotated exemplars. Of the 119 students who provided their reflections on the resources, 87% found the resources to be useful. Students’ responses about the usefulness of the resources revealed two main standpoints: those (1) seeking precise guidance and (2) happy with ‘an idea’ of standards. A thematic analysis identified 10 subthemes which were related to these standpoints. There was a strong relationship between students seeking precise guidance and requests for even more exemplars, while those happy with only an ‘idea’ of standards felt the resources largely gave them what they needed and assisted their learning. We discuss some implications of these findings.

Http Dx Doi Org 10 1080 13562510801923344, Apr 1, 2008

This paper presents a framework of approaches to sharing meaningful knowledge of assessment stand... more This paper presents a framework of approaches to sharing meaningful knowledge of assessment standards amongst an academic community, particularly students. Presented as a nested hierarchy, these approaches encompass: a 'laissez faire' approach in which students' ...

Higher Education Research & Development, 2015

Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 1 5 8 0/ ... more Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 1 5 8 0/ U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a' s i n s t i t u t i o n a l r e p o s i t o r y 'I n s i g h t' m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .

Assessment & Evaluation in Higher Education, 2015

Unreliability in marking is well documented yet we lack studies that have investigated assessors'... more Unreliability in marking is well documented yet we lack studies that have investigated assessors' detailed use of assessment criteria. This project used a form of Kelly's Repertory Grid method to examine the characteristics that 24 experienced, UK assessors notice in distinguishing between students' performance in four contrasting subject disciplines: that is their implicit assessment criteria. Variation in the choice, ranking and scoring of criteria was evident. Inspection of the individual construct scores in a sub-sample of academic historians revealed five factors in the use of criteria that contribute to marking inconsistency. The results imply that whilst more effective and social marking processes that encourage sharing of standards in institutions and disciplinary communities may help align standards, assessment decisions at this level are so complex, intuitive and tacit that variability is inevitable. It concludes that universities should be more honest with themselves and with students and actively help students to understand that application of assessment criteria is a complex judgement and there is rarely an incontestable interpretation of their meaning.

Enhancing Learning in the Social Sciences, 2011

Teaching in Higher Education, 2004

In recent years there has been an increasing emphasis in higher education on the explicit articul... more In recent years there has been an increasing emphasis in higher education on the explicit articulation of assessment standards and requirements-whether this emanates from calls for public accountability or based on ideas of good educational practice (Ecclestone, 2001). We argue in this paper that a single-minded focus on explicit articulation, whilst currently the dominant logic of higher education, will inevitably fall short of providing students and staff with meaningful knowledge of standards and criteria. Inherent difficulties in the explicit verbal description of standards and criteria make a compelling argument for the consideration of the role of structured processes that support the effective transfer of both explicit and tacit assessment knowledge. With reference to both empirical evidence and the literature we propose a conceptual framework for the transfer of knowledge of assessment criteria and standards that encompasses a spectrum of tacit and explicit processes, which has proven to be effective in practice in improving student performance.

Studies in Higher Education, 2011

Within many higher education systems there is a search for means to increase levels of student sa... more Within many higher education systems there is a search for means to increase levels of student satisfaction with assessment feedback. This article suggests that the search is under way in the wrong place by concentrating on feedback as a product rather than looking more widely to feedback as a long‐term dialogic process in which all parties are engaged. A three‐year

Studies in Higher Education, 2013

Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 1 5 0 4/ ... more Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 1 5 0 4/ U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a' s i n s t i t u t i o n a l r e p o s i t o r y 'I n s i g h t' m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .

Quality in Higher Education, 1999

ABSTRACT In the UK, there is growing pressure both within and across institutions to establish co... more ABSTRACT In the UK, there is growing pressure both within and across institutions to establish common assessment standards. This is an account of the introduction of a common assessment grid in a School of Business. The intention was to develop a comprehensive marking ...