Investigating the undergraduate experience of assessment in higher education
This paper reports on the preliminary findings of a doctoral study in progress, which is situated in the context of quality in higher education, and is premised on the view that the student learning experience is ultimately the most meaningful and lasting measure of academic quality. The literatu...
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Penerbit UKM
2010
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| Online Access: | http://journalarticle.ukm.my/2320/ http://journalarticle.ukm.my/2320/ http://journalarticle.ukm.my/2320/1/page1_21.pdf |
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ukm-23202016-12-14T06:31:16Z http://journalarticle.ukm.my/2320/ Investigating the undergraduate experience of assessment in higher education Lee, King Siong, Hazita Azman, Koo, Yew Lie, This paper reports on the preliminary findings of a doctoral study in progress, which is situated in the context of quality in higher education, and is premised on the view that the student learning experience is ultimately the most meaningful and lasting measure of academic quality. The literature on assessment in higher education clearly places assessment at the heart of student learning and it is claimed that “the truth about an educational system” may be discovered by examining its assessment procedures (Rowntree, 1987, p.1). Using a qualitative case study approach, the study aims to reveal the values inherent in assessment, to show how these are conveyed through institutional discourses and through practices of lecturers, and how students’ learning behaviour may be affected by their perspectives of assessment. Data gathering activities for the entire doctoral research include focus group discussions and individual interviews with finalyear undergraduates, interviews with their lecturers, observations of lectures and classroom assessments, examination of documents related to the course descriptions and assessment, as well as a study of the administrative and procedural aspects of assessment which are part of the assessment praxis. The emerging themes reported here, based solely on the analysis of two of the focus group discussions, indicate how assessment praxis in higher education seems to be a reproduction of dominant power structures that have inculcated patterns of student passivity in learning. Penerbit UKM 2010 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/2320/1/page1_21.pdf Lee, King Siong, and Hazita Azman, and Koo, Yew Lie, (2010) Investigating the undergraduate experience of assessment in higher education. GEMA: Online Journal of Language Studies, 10 (1). pp. 17-33. ISSN 1675-8021 http://www.ukm.my/ppbl/Gema/GEMA%202010/pp%2017_33.pdf |
| repository_type |
Digital Repository |
| institution_category |
Local University |
| institution |
Universiti Kebangasaan Malaysia |
| building |
UKM Institutional Repository |
| collection |
Online Access |
| language |
English |
| description |
This paper reports on the preliminary findings of a doctoral study in progress, which is
situated in the context of quality in higher education, and is premised on the view that the
student learning experience is ultimately the most meaningful and lasting measure of
academic quality. The literature on assessment in higher education clearly places
assessment at the heart of student learning and it is claimed that “the truth about an
educational system” may be discovered by examining its assessment procedures
(Rowntree, 1987, p.1). Using a qualitative case study approach, the study aims to reveal
the values inherent in assessment, to show how these are conveyed through institutional
discourses and through practices of lecturers, and how students’ learning behaviour may
be affected by their perspectives of assessment. Data gathering activities for the entire
doctoral research include focus group discussions and individual interviews with finalyear
undergraduates, interviews with their lecturers, observations of lectures and
classroom assessments, examination of documents related to the course descriptions and
assessment, as well as a study of the administrative and procedural aspects of assessment
which are part of the assessment praxis. The emerging themes reported here, based solely
on the analysis of two of the focus group discussions, indicate how assessment praxis in
higher education seems to be a reproduction of dominant power structures that have
inculcated patterns of student passivity in learning. |
| format |
Article |
| author |
Lee, King Siong, Hazita Azman, Koo, Yew Lie, |
| spellingShingle |
Lee, King Siong, Hazita Azman, Koo, Yew Lie, Investigating the undergraduate experience of assessment in higher education |
| author_facet |
Lee, King Siong, Hazita Azman, Koo, Yew Lie, |
| author_sort |
Lee, King Siong, |
| title |
Investigating the undergraduate experience of assessment in higher education |
| title_short |
Investigating the undergraduate experience of assessment in higher education |
| title_full |
Investigating the undergraduate experience of assessment in higher education |
| title_fullStr |
Investigating the undergraduate experience of assessment in higher education |
| title_full_unstemmed |
Investigating the undergraduate experience of assessment in higher education |
| title_sort |
investigating the undergraduate experience of assessment in higher education |
| publisher |
Penerbit UKM |
| publishDate |
2010 |
| url |
http://journalarticle.ukm.my/2320/ http://journalarticle.ukm.my/2320/ http://journalarticle.ukm.my/2320/1/page1_21.pdf |
| first_indexed |
2023-09-18T19:35:47Z |
| last_indexed |
2023-09-18T19:35:47Z |
| _version_ |
1777405261725564928 |