Assessment in higher education with a transformational instead of a reproductive purpose can be a powerful way of supporting student learning. Since university teachers usually design their own... Show moreAssessment in higher education with a transformational instead of a reproductive purpose can be a powerful way of supporting student learning. Since university teachers usually design their own assessments, it is important to investigate their conceptions of assessment. The current study focuses on teachers’ conceptions of their current and ideal assessment with a focus on intermediate assessment. Thirteen teachers teaching law, psychology and criminology, reflected on their current and ideal assessment in an attempt to eliminate the influence of practical constraints on assessment practice. Results indicate that the majority of teachers have transformational conceptions of their intermediate assessment practice, and in general, their conceptions of the ideal assessment are even more transformational. This suggests that teachers’ main focus for assessment is on student learning and that a lack of transformational assessments in practice may be mainly caused by external constraints. Show less
Assessment in higher education with a transformational instead of a reproductive purpose can be a powerful way of supporting student learning. Since university teachers usually design their own... Show moreAssessment in higher education with a transformational instead of a reproductive purpose can be a powerful way of supporting student learning. Since university teachers usually design their own assessments, it is important to investigate their conceptions of assessment. The current study focuses on teachers’ conceptions of their current and ideal assessment with a focus on intermediate assessment. Thirteen teachers teaching law, psychology and criminology, reflected on their current and ideal assessment in an attempt to eliminate the influence of practical constraints on assessment practice. Results indicate that the majority of teachers have transformational conceptions of their intermediate assessment practice, and in general, their conceptions of the ideal assessment are even more transformational. This suggests that teachers’ main focus for assessment is on student learning and that a lack of transformational assessments in practice may be mainly caused by external constraints. Show less
