Academic development in ‘assessment for learning’: the value of a concept and communities of assessment practice

Reimann, Nicola and Wilson, Angelina (2012) Academic development in ‘assessment for learning’: the value of a concept and communities of assessment practice. International Journal for Academic Development, 17 (1). pp. 71-83. ISSN 1360-144X

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Official URL: http://dx.doi.org/10.1080/1360144X.2011.586460

Abstract

This interview-based study investigates staff perceptions of their involvement in a university centre which focuses on the development of assessment for learning (AfL) approaches. Learning about assessment is examined both as conceptual change and within communities of practice. Involvement in the centre ranged from perceived exclusion to culture change. Interviewees held diverse, yet student-focused understandings of AfL and perceived the centre as a community of like-minded practitioners and a symbol of the university endorsing AfL practices. The centre contributed to the establishment of local ‘communities of assessment practice’, with some members acting as ‘brokers’ between communities. The study highlights the benefits of conceptually underpinned academic development and the role of AfL as a concept for the integration of implicit and explicit knowledge.

Item Type: Article
Uncontrolled Keywords: CETL, conceptual change, communities of practice
Subjects: X300 Academic studies in Education
X900 Others in Education
Department: Faculties > Health and Life Sciences > School of Health, Community and Education Studies > Education and Lifelong Learning
Depositing User: Ay Okpokam
Date Deposited: 23 Feb 2012 14:12
Last Modified: 10 Aug 2015 11:37
URI: http://nrl.northumbria.ac.uk/id/eprint/5501

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