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OverviewAcademic standards in higher education are important but largely misunderstood. This book examines the notion of academic standards, explaining what they are and why they are important, and identifying the many myths that surround them. Based on the lessons learnt from the UK-wide Degree Standards Project, which developed, piloted and evaluated a professional development course on degree standards aimed at external examiners, the book offers practical suggestions for ways in which higher education staff can develop a more sophisticated understanding of standards. It discusses the implications of rethinking academic standards for higher education policy and practice, through examples and case studies derived from research evidence, the Degree Standards Project and contributors’ own experience and expertise. As a broader approach to assessment literacy, this volume aims to develop readers’ standards literacy by challenging routine practices and proposing promising alternatives. Written with a diverse readership in mind, this book is relevant to discipline-based academics, quality officers, academic developers, university leaders and managers, as well as policy makers. Full Product DetailsAuthor: Nicola Reimann , Ian Sadler , Jennifer HillPublisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.490kg ISBN: 9781032460260ISBN 10: 1032460261 Pages: 250 Publication Date: 15 August 2024 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of Contents1. Introduction Part 1: Academic Standards Context and Concepts 2. Assuring Academic Standards: Policy and Practice in Context 3. Academic Standards: The Complexities of a Contested Concept 4. Academic Standards in a Globalised World Part 2: Common Responses to the Social Construction of Academic Standards 5. The Role of Internal and External Moderation for Assuring Academic Standards 6. External Examining: A Peer-Led System for Guarding Academic Standards 7. Demystifying the Role of the External Examiner Through the Lens of Assessment Literacy 8. Using Social Processes to Maintain Academic Standards: Social Moderation and Calibration Part 3: Practical Solutions 9. Strengthening Professional Development Provision for External Examiners: The UK Degree Standards Project 10. Designing and Developing a Professional Development Course for External Examiners 11. The Institutional Impact of the Professional Development Course for External Examiners: A Case Study 12. Lessons Learnt from the Evaluation of the Degree Standards Project 13. Working with Rubrics: Codification Plus Dialogue in Developing Shared Academic Standards 14. The Need for Calibration in the Disciplines: A Case Study from Sport and Exercise Science 15. The Need for Calibration in the Disciplines: A Case Study from Geography 16. Making Holistic Pairwise Judgements: Comparative Judgment 17. Taking Stock and Looking AheadReviews“Efforts to demonstrate academic standards across universities amidst concerns about grade inflation often clash with attempts to use meaningful assessment aligned with learning outcomes. This book fills an important gap in the literature on this topic. It clearly outlines the issues and evaluates current practices such as the use of external examiners. But its greatest strength is detailing a range of strategies for improving existing methods, grounding formal descriptors of achievement, and developing consistency in assessment judgements within and across institutions. I’d highly recommend it, especially to those who think they don’t have a problem with academic standards.” Sue Bloxham, Professor Emerita in Academic Practice, University of Cumbria, UK. “Efforts to demonstrate academic standards across universities amidst concerns about grade inflation often clash with attempts to use meaningful assessment aligned with learning outcomes. This book fills an important gap in the literature on this topic. It clearly outlines the issues and evaluates current practices such as the use of external examiners. But its greatest strength is detailing a range of strategies for improving existing methods, grounding formal descriptors of achievement, and developing consistency in assessment judgements within and across institutions. I’d highly recommend it, especially to those who think they don’t have a problem with academic standards.” Sue Bloxham, Professor Emerita in Academic Practice, University of Cumbria, UK. Author InformationNicola Reimann is an Associate Professor in Academic Practice in the School of Education and the Centre for Academic Development at Durham University, UK. Ian Sadler is a Reader and Subject Head in the School of Sport and Exercise Sciences at Liverpool John Moores University, UK. Jennifer Hill is Head of Learning and Teaching Innovation, and Professor of Higher Education Pedagogies at the University of Gloucestershire, UK. Tab Content 6Author Website:Countries AvailableAll regions |
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