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Tutors’ assessment practices and students’ situated learning in higher education: chalk and cheese

ORSMOND, Paul and MERRY, Stephen (2017) Tutors’ assessment practices and students’ situated learning in higher education: chalk and cheese. Assessment & Evaluation in Higher Education, 42 (2). pp. 289-303. ISSN 0260-2938

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Abstract or description

This article uses situated learning theory to consider current tutor assessment and feedback practices in relation to learning practices employed by students outside the overt curriculum. The case is made that an emphasis on constructive alignment and explicitly articulating assessment requirements within curricula may be misplaced. Outside of the overt curriculum students appear to be interdependent learners, participating in communities of practice and learning networks, where sense-making occurs through negotiation and there is identity development. Such negotiation may translate curriculum requirements articulated by tutors into unexpected meanings. Hence, tutors’ efforts might be better placed on developing students’ ability to self-assess and to effectively evaluate and negotiate information, rather than primarily on their own delivery of the curriculum content and feedback. Tutors cannot be fully effective if they fail to consider students’ learning outside the overt curriculum, and ways to facilitate such learning processes are suggested together with future research directions.

Item Type: Article
Uncontrolled Keywords: JAN2017
Faculty: School of Life Sciences and Education > Biological Sciences
Depositing User: IS store
Date Deposited: 18 Jan 2017 17:04
Last Modified: 23 Jan 2017 13:31
URI: http://eprints.staffs.ac.uk/id/eprint/2957

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