2017/10/06 by Michelle Yeo, Jennifer Boman
Social Sciences · #Higher Education Learning Practices #Reflective Practices in Education #Student Assessment and Feedback
paper · doi:10.1080/0309877x.2017.1367371
openalex publication_date 2017/10/06 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/25
Change in assessment practice in higher education tends to lag behind pedagogical change. Thinking about assessment practice is, in part, related to disciplinary thinking. In this study, 27 faculty members from a broad range of disciplines were interviewed about their conceptions of assessment to help understand the distinctions and priorities of four main categories of disciplines. We uncover why university instructors may be resistant to changes in assessment practice if they perceive them not to support their disciplinary priorities.