770
Views
5
CrossRef citations to date
0
Altmetric
Articles

Learning about assessment: the impact of two courses for higher education staff

Pages 86-97 | Received 07 Apr 2016, Accepted 18 Apr 2017, Published online: 19 Sep 2017

References

  • De Rijdt, C., Stes, A., van der Vleuten, C., & Dochy, F. (2013). Influencing variables and moderators of transfer of learning to the workplace within the area of staff development in higher education: Research review. Educational Research Review, 8, 48–74.10.1016/j.edurev.2012.05.007
  • Devlin, M. (2006). Challenging accepted wisdom about the place of conceptions of teaching in university teaching improvement. International Journal of Teaching and Learning in Higher Education, 18(2), 112–119.
  • Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87–100.10.1177/1469787404040463
  • Hanbury, A., Prosser, M., & Rickinson, M. (2008). The differential impact of UK accredited teaching development programmes on academics’ approaches to teaching. Studies in Higher Education, 33(4), 469–483.10.1080/03075070802211844
  • Handley, K., den Outer, B., & Price, M. (2013). Learning to mark: Exemplars, dialogue and participation in assessment communities. Higher Education Research and Development, 32(6), 888–900.10.1080/07294360.2013.806438
  • Ho, A., Watkins, D., & Kelly, M. (2001). The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme. Higher Education, 42(2), 143–169.10.1023/A:1017546216800
  • Holliday, A. (2016). Doing & writing qualitative research (3rd ed.). London: Sage.
  • Jawitz, J. (2007). New academics negotiating communities of practice: Learning to swim with the big fish. Teaching in Higher Education, 12(2), 185–197.10.1080/13562510701191943
  • Kandlbinder, P., & Peseta, T. (2009). Key concepts in postgraduate certificates in higher education teaching and learning in Australasia and the United Kingdom. International Journal for Academic Development, 14(1), 19–31.10.1080/13601440802659247
  • King, C., & Felten, P. (2012). Threshold concepts in educational development. Special issue: The Journal of Faculty Development, 26(3), 5–7.
  • Knight, P. (2006). The effects of post-graduate certificates. A report to the project sponsors and partners. The Institute of Educational Technology, The Open University, UK. Retrieved from https://www.open.ac.uk/iet/main/sites/www.open.ac.uk.iet.main/files/files/ecms/web-content/epgc_report_September_2006.pdf
  • Knight, P., Tait, J., & Yorke, M. (2006). The professional learning of teachers in higher education. Studies in Higher Education, 31(3), 319–339.10.1080/03075070600680786
  • Land, R. (2011). There could be trouble ahead: Using threshold concepts as a tool of analysis. International Journal for Academic Development, 16(2), 175–178.10.1080/1360144X.2011.568747
  • Land, R. (2016). Toil and trouble: Threshold concepts as a pedagogy of uncertainty. In R. Land, J. H. F. Meyer, & M. T. Flanagan (Eds.), Threshold concepts in practice (pp. 11–24). Rotterdam: Sense Publishers.10.1007/978-94-6300-512-8
  • MacLellan, E. (2001). Assessment for Learning: The differing perceptions of tutors and students. Assessment and Evaluation in Higher Education, 26(4), 307–318.10.1080/02602930120063466
  • Norton, L., Norton, B., Shannon, L., & Philips, F. (2009, July). What do lecturers feel about assessment? Paper presented at Assessment in Higher Education Conference, University of Cumbria, Carlisle, UK.
  • Parsons, D., Hill, I., Holland, J., & Willis, D. (2012). Impact of teaching development programmes in higher education. HEA research series. York: The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/sites/default/files/resources/hea_impact_teaching_development_prog.pdf
  • Peseta, T. (2011). Professing in the field of academic development: Is content a dirty word? International Journal for Academic Development, 16(1), 83–86.10.1080/1360144X.2011.546241
  • Pleschová, G., & Simon, E. (2013). What we know and fail to know about the impact of teacher development. In E. Simon, & G. Pleschová (Eds.), Teacher development in higher education: Existing programs, program impact, and future trends (pp. 1–16). New York, NY: Routledge.
  • Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23(5), 557–571.10.1016/j.tate.2006.11.013
  • Roxå, T., & Mårtensson, K. (2015). Microcultures and informal learning: A heuristic guiding analysis of conditions for informal learning in local higher education workplaces. International Journal for Academic Development, 20(2), 193–205.10.1080/1360144X.2015.1029929
  • Rust, C. (2000). Do initial training courses have an impact on university teaching? The evidence from two evaluative studies of one course. Innovations in Education and Teaching International, 37(3), 254–261.
  • Sadler, I. (2012). The influence of interactions with students for the development of new academics as teachers in higher education. Higher Education, 64(2), 147–160.10.1007/s10734-012-9545-0
  • Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for learning in higher education. Abingdon: Routledge.
  • Samuelowicz, K., & Bain, J. D. (2002). Identifying academics’ orientations to assessment practice. Higher Education, 43(2), 173–201.10.1023/A:1013796916022
  • Stes, A., Min-Leliveld, M., Gijbels, D., & Van Petegem, P. (2010). The impact of instructional development in higher education: The state-of-the-art of the research. Educational Research Review, 5(1), 25–49.10.1016/j.edurev.2009.07.001
  • Thomson, K. (2015). Informal conversations about teaching and their relationship to a formal development program: Learning opportunities for novice and mid-career academics. International Journal for Academic Development, 20(2), 137–149.10.1080/1360144X.2015.1028066
  • Trigwell, K., Prosser, M., & Taylor, P. (1994). Qualitative differences in approaches to teaching first year university science. Higher Education, 27(1), 75–84.10.1007/BF01383761
  • Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37(1), 57–70.10.1023/A:1003548313194
  • Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130–154.10.1016/j.edurev.2007.12.001

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.