Assessment thresholds for academic staff: constructive alignment and differentiation of standards

References

• Abell, S. K., and M. A. Siegel. 2011. “Assessment Literacy: What Science Teachers Need to Know and Be Able to Do.” In The Professional Knowledge Base of Science Teaching, edited by Corrigan, D., Dillon, J., Gunstone, R., 205–221. Switzerland: Springer.
   Google Scholar
• Assessment Definition. 2013. The Glossary of Education Reform, May 15. https://www.edglossary.org/assessment/
   Google Scholar
• Atherton, J., P. Hadfield, and R. Meyers. 2008. “Threshold Concepts in the Wild.” In Threshold Concepts: From Theory to Practice Conference, Ontario, Canada, June. www.doceo.co.uk/tools/Threshold_Concepts_Wild_expanded_70.pdf
   Google Scholar
• Baird, J.-A., D. Andrich, T. N. Hopfenbeck, and G. Stobart. 2017. “Assessment and Learning: Fields apart?” Assessment in Education: Principles, Policy & Practice 24 (3): 317–350. doi:10.1080/0969594X.2017.1319337.
   Web of Science ®Google Scholar
• Barradell, S. 2013. “The Identification of Threshold Concepts: A Review of Theoretical Complexities and Methodological Challenges.” Higher Education 65 (2): 265–276. doi:10.1007/s10734-012-9542-3.
   Web of Science ®Google Scholar
• Barrie, S., C. Hughes, G. Crisp, and A. Bennison. 2011. AAGLO Summary 1: The ALTC AAGLO Project and the International Standards Agenda. Australia: University of Sydney. http://www.itl.usyd.edu.au/projects/aaglo/
   Google Scholar
• Basgier, C., and A. Simpson. 2019. “Trouble and Transformation in Higher Education: Identifying Threshold Concepts through Faculty Narratives about Teaching Writing.” Studies in Higher Education: 1–13. doi:10.1080/03075079.2019.1598967.
   Web of Science ®Google Scholar
• Biggs, J. 2014. “Constructive Alignment in University Teaching.” HERDSA Review of Higher Education 1 (1): 5–22.
   Google Scholar
• Boud, D., and F. Dochy. 2010. Assessment 2020. Seven Propositions for Assessment Reform in Higher Education, 1–4. Australia: University of Technology Sydney. https://www.uts.edu.au/sites/default/files/Assessment-2020_propositions_final.pdf
   Google Scholar
• Boud, D. 2000. “Sustainable Assessment: Rethinking Assessment for the Learning Society.” Studies in Continuing Education 22 (2): 151–167. doi:10.1080/713695728.
   Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:10.1191/1478088706qp063oa.
   Google Scholar
• Briggs, D. C., M. A. Ruiz‐Primo, E. Furtak, L. Shepard, and Y. Yin. 2012. “Meta-Analytic Methodology and Inferences about the Efficacy of Formative Assessment.” Educational Measurement: Issues and Practice 31 (4): 13–17.
   Google Scholar
• Brown, R. 2004. Quality Assurance in Higher Education: The UK Experience since 1992. London, UK: Routledge-Falmer.
   Google Scholar
• Carmichael, P. 2012. “Tribes, Territories and Threshold Concepts: Educational Materialisms at Work in Higher Education.” Educational Philosophy and Theory 44 (sup1): 31–42. doi:10.1111/j.1469-5812.2010.00743.x.
   Web of Science ®Google Scholar
• Cousin, G. 2006. An Introduction to Threshold Concepts. Planet 17(1): 4–5. doi:10.11120/plan.2006.00170004
   Google Scholar
• Davies, J. 2016. “Threshold Guardians.” In Threshold Concepts in Practice, edited by R. Land, J. H. F. Meyer, and M. T. Flanagan, 121–134. Rotterdam, Netherlands: Sense Publishers.
   Google Scholar
• de Boer, H., B. Jongbloed, P. Benneworth, L. Cremonini, R. Kolster, A. Kottmann, … H. Vossensteyn. 2015. Performance-Based Funding and Performance Agreements in Fourteen Higher Education Systems. Enshede, Netherlands: Center for Higher Education Policy Studies, 164.
   Google Scholar
• DeLuca, C., D. LaPointe-McEwan, and U. Luhanga. 2016. “Teacher Assessment Literacy: A Review of International Standards and Measures.” Educational Assessment, Evaluation and Accountability 28 (3): 251–272. doi:10.1007/s11092-015-9233-6.
   Web of Science ®Google Scholar
• Deming, D. J., and D. Figlio. 2016. “Accountability in US Education: Applying Lessons from K-12 Experience to Higher Education.” Journal of Economic Perspectives 30 (3): 33–56. doi:10.1257/jep.30.3.33.
   Web of Science ®Google Scholar
• Falchikov, N., and D. Boud. 1989. “Student Self-Assessment in Higher Education: A Meta-Analysis.” Review of Educational Research 59 (4): 395–430. doi:10.3102/00346543059004395.
   Web of Science ®Google Scholar
• Flanagan, J. C. 1954. “The Critical Incident Technique.” Psychological Bulletin 51 (4): 327–358. doi:10.1037/h0061470.
   PubMed Web of Science ®Google Scholar
• Flick, U. 2000. “Episodic Interviewing.” Qualitative Researching with Text, Image and Sound: 75–92.
   Google Scholar
• Fostaty Young, S., and R. J. Wilson. 2000. Assessment and Learning: The ICE Approach. Winnepeg, Canada: Portage & Main Press.
   Google Scholar
• González, J., and R. Wagenaar. 2003. Tuning educational structures in Europe. http://eua.be/eua/jsp/en/upload/TUNING_Announcement_Closing_Conference.1084282515011.pdf
   Google Scholar
• Harris, K.-L. 2009. International Trends in Establishing the Standards of Academic Achievement in Higher Education. An Independent Report and Analysis. http://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0005/1669343/Intl_trends_standards_Harris_Aug09.pdf
   Google Scholar
• Hénard, F., and D. Roseveare. 2012. Fostering Quality Teaching in Higher Education: Policies and Practices (p. 53) [An IMHE Guide for Higher Education Institutions]. Institutional Management in Higher Education website: https://www.oecd.org/education/imhe/QT%20policies%20and%20practices.pdf
   Google Scholar
• Hounsell, D., N. Entwistle, C. Anderson, A. Bromage, K. Day, J. Hounsell, R. Land, et al. 2005. Enhancing Teaching-Learning Environments in Undergraduate Courses. Final Report to the Economic and Social Research Council on TLRP Project L, 139251099.
   Google Scholar
• Irvine, N., and P. Carmichael. 2009. “Threshold Concepts: A Point of Focus for Practitioner Research.” Active Learning in Higher Education 10 (2): 103–119. doi:10.1177/1469787409104785.
   Google Scholar
• Jankowski, N., P. Hutchings, P. Ewell, J. Kinzie, and G. Kuh. 2013. “The Degree Qualifications Profile: What It Is and Why We Need It Now.” Change: The Magazine of Higher Learning 45 (6): 6–15. doi:10.1080/00091383.2013.841515.
   Google Scholar
• Kilgour, P., D. Reynaud, M. Northcote, C. McLoughlin, and K. P. Gosselin. 2018. “Threshold Concepts about Online Pedagogy for Novice Online Teachers in Higher Education.” Higher Education Research & Development 0 (0): 1–15. doi:10.1080/07294360.2018.1450360.
   Web of Science ®Google Scholar
• King, C., and P. Felten. 2012. “Threshold Concepts in Educational Development: An Introduction.” The Journal of Faculty Development 26 (3): 5–7.
   Google Scholar
• Land, R., G. Cousin, J. H. Meyer, and P. Davies. 2005. “Threshold Concepts and Troublesome Knowledge (3): Implications for Course Design and Evaluation.” In Improving Student Learning–Equality and Diversity, edited by Chris Rust, 53–64. Oxford: OCSLD. http://161.73.1.13/services/ocsld/isl/isl2004/abstracts/conceptual_papers/ISL04-pp53-64-Land-et-al.pdf
   Google Scholar
• Medland, E. 2019. “I’m an Assessment Illiterate”: towards a Shared Discourse of Assessment Literacy for External Examiners.” Assessment & Evaluation in Higher Education 44 (4): 565–580. doi:10.1080/02602938.2018.1523363.
   Web of Science ®Google Scholar
• Meyer, J. H. 2010. Helping Our Students: Learning, Metalearning, and Threshold Concepts. Kingston, Canada: School of Policy Studies, Queen’s University, McGill-Queen’s University Press.
   Google Scholar
• Meyer, J. H. F., and J. A. Timmermans. 2016. “Integrated Threshold Concept Knowledge.” In Threshold Concepts in Practice, edited by R. Land, J. H. F. Meyer, & M. T. Flanagan, 25–38. Rotterdam, Netherlands: Sense Publishers.
   Google Scholar
• Meyer, J., and Land, R. 2006. Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge. London, UK: Routledge.
   Google Scholar
• Meyer, J., and R. Land. 2003. Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking. http://ecee.colorado.edu/ftep/ETLreport4.pdf
   Google Scholar
• Myyry, L., T. Karaharju-Suvanto, M. Vesalainen, A. M. Virtala, M. Raekallio, O. Salminen, … A. Nevgi. 2020. “Experienced Academics’ Emotions Related to Assessment.” Assessment & Evaluation in Higher Education 45 (1): 1–13. doi:10.1080/02602938.2019.1601158.
   Web of Science ®Google Scholar
• Patton, M. Q. 1990. Qualitative Evaluation and Research Methods. 2nd ed. Thousand Oaks, CA: Sage Publications, Inc.
   Google Scholar
• Pilkington, R. 2019. “Investigating the Use of ‘Professional Dialogues’ When Assessing Academic Practice: Revealing Learning, Managing Process, and Enabling Judgements.” International Journal for Academic Development 24 (1): 47–60. doi:10.1080/1360144X.2018.1512496.
   Web of Science ®Google Scholar
• Popham, W. J. 1974. Evaluation in Education: Current Applications. Berkeley, CA: McCutchan Publishing.
   Google Scholar
• Quality Assurance Agency for Higher Education. 2018. Subject Benchmark Statements. https://www.qaa.ac.uk/quality-code/subject-benchmark-statements
   Google Scholar
• Quinlan, K. M., S. Male, C. Baillie, A. Stamboulis, J. Fill, and Z. Jaffer. 2013. “Methodological Challenges in Researching Threshold Concepts: A Comparative Analysis of Three Projects.” Higher Education 66 (5): 585–601. doi:10.1007/s10734-013-9623-y.
   Web of Science ®Google Scholar
• Reimann, N. 2018. “Learning about Assessment: The Impact of Two Courses for Higher Education Staff.” International Journal for Academic Development 23 (2): 86–97. doi:10.1080/1360144X.2017.1375413.
   Web of Science ®Google Scholar
• Rhodes, T. L., and A. P. Finley. 2013. Using the Value Rubrics for Improvement of Learning and Authentic Assessment. Washington, DC: Association of American Colleges and Universities.
   Google Scholar
• Rodger, Sylvia, Merrill Turpin, and Mia O'Brien. 2015. “Experiences of Academic Staff in Using Threshold Concepts within a Reformed Curriculum.” Studies in Higher Education 40 (4): 545–560. doi:10.1080/03075079.2013.830832.
   Web of Science ®Google Scholar
• Rowbottom, D. P. 2007. “Demystifying Threshold Concepts.” Journal of Philosophy of Education 41 (2): 263–270. doi:10.1111/j.1467-9752.2007.00554.x.
   Web of Science ®Google Scholar
• Shah, M., and L. Jarzabkowski. 2013. “The Australian Higher Education Quality Assurance Framework: From Improvement-Led to Compliance-Driven.” Perspectives: Policy and Practice in Higher Education 17 (3): 96–106. doi:10.1080/13603108.2013.794168.
   Google Scholar
• Shinners-Kennedy, D. 2016. “How Not to Identify Threshold Concepts.” In Threshold Concepts in Practice, edited by R. Land, J. H. F. Meyer, and M. T. Flanagan, 253–267. Rotterdam, Netherlands: Sense Publishers.
   Google Scholar
• Shinners-Kennedy, D., and S. A. Fincher. 2013. “Identifying Threshold Concepts: From Dead End to a New Direction.” In Proceedings of the 9th Annual International ACM Conference on International Computing Education Research, 9–18. New York: ACM. doi:10.1145/2493394.2493396.
   Google Scholar
• Steinert, Y., K. Mann, A. Centeno, D. Dolmans, J. Spencer, M. Gelula, and D. Prideaux. 2006. “A Systematic Review of Faculty Development Initiatives Designed to Improve Teaching Effectiveness in Medical Education: BEME Guide No. 8.” Medical Teacher 28 (6): 497–526. doi:10.1080/01421590600902976.
   PubMed Web of Science ®Google Scholar
• Stensaker, B. R. 2003. “Trance, Transparency and Transformation: The Impact of External Quality Monitoring on Higher Education.” Quality in Higher Education 9 (2): 151–159. doi:10.1080/13538320308158.
   Google Scholar
• Terrace, H. S., and J. Metcalfe. 2005. The Missing Link in Cognition: Origins of Self-Reflective Consciousness. Oxford: Oxford University Press.
   Google Scholar
• Tertiary Education Quality and Standards. 2015. Higher Education Standards Framework [Australian Government], January. https://www.legislation.gov.au/Details/F2015L01639
   Google Scholar
• Timmermans, J. A. 2014. “Identifying Threshold Concepts in the Careers of Educational Developers.” International Journal for Academic Development 19 (4): 305–317. doi:10.1080/1360144X.2014.895731.
   Google Scholar
• Timmermans, J. A., C. Bruni, R. Gorbet, B. Moffatt, G. Stubley, D. Williams, and T. Holmes. 2018. “The Flourishing of Care in a Multidisciplinary Faculty Learning Community.” International Journal for Academic Development 23 (4): 367–373. doi:10.1080/1360144X.2018.1521335.
   Web of Science ®Google Scholar
• Tremblay, K. 2013. “OECD Assessment of Higher Education Learning Outcomes (AHELO).” In Modeling and Measuring Competencies in Higher Education, 113–126. Washington: OECD. http://link.springer.com/chapter/10.1007/978-94-6091-867-4_8
   Google Scholar
• Walker, G. 2013. “A Cognitive Approach to Threshold Concepts.” Higher Education 65 (2): 247–263. doi:10.1007/s10734-012-9541-4.
   Web of Science ®Google Scholar
• Webb, A. S. 2015. “Threshold Concepts in the Scholarship of Teaching and Learning: A Phenomenological Study of Educational Leaders in a Canadian Research-Intensive University.” PhD thesis, University of British Columbia. https://open.library.ubc.ca/cIRcle/collections/ubctheses/24/items/1.0167152
   Google Scholar
• Wilcox, S., and A. B. Leger. 2013. “Crossing Thresholds: Identifying Conceptual Transitions in Postsecondary Teaching.” Canadian Journal for the Scholarship of Teaching and Learning 4 (2): 7.
   Google Scholar