Investigating the undergraduate experience of assessment in higher education

This paper reports on the preliminary findings of a doctoral study in progress, which is situated in the context of quality in higher education, and is premised on the view that the student learning experience is ultimately the most meaningful and lasting measure of academic quality. The literatu...

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Main Authors: Lee, King Siong, Hazita Azman, Koo, Yew Lie
Format: Article
Language:English
Published: Penerbit UKM 2010
Online Access:http://journalarticle.ukm.my/2320/
http://journalarticle.ukm.my/2320/
http://journalarticle.ukm.my/2320/1/page1_21.pdf
id ukm-2320
recordtype eprints
spelling ukm-23202016-12-14T06:31:16Z http://journalarticle.ukm.my/2320/ Investigating the undergraduate experience of assessment in higher education Lee, King Siong, Hazita Azman, Koo, Yew Lie, This paper reports on the preliminary findings of a doctoral study in progress, which is situated in the context of quality in higher education, and is premised on the view that the student learning experience is ultimately the most meaningful and lasting measure of academic quality. The literature on assessment in higher education clearly places assessment at the heart of student learning and it is claimed that “the truth about an educational system” may be discovered by examining its assessment procedures (Rowntree, 1987, p.1). Using a qualitative case study approach, the study aims to reveal the values inherent in assessment, to show how these are conveyed through institutional discourses and through practices of lecturers, and how students’ learning behaviour may be affected by their perspectives of assessment. Data gathering activities for the entire doctoral research include focus group discussions and individual interviews with finalyear undergraduates, interviews with their lecturers, observations of lectures and classroom assessments, examination of documents related to the course descriptions and assessment, as well as a study of the administrative and procedural aspects of assessment which are part of the assessment praxis. The emerging themes reported here, based solely on the analysis of two of the focus group discussions, indicate how assessment praxis in higher education seems to be a reproduction of dominant power structures that have inculcated patterns of student passivity in learning. Penerbit UKM 2010 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/2320/1/page1_21.pdf Lee, King Siong, and Hazita Azman, and Koo, Yew Lie, (2010) Investigating the undergraduate experience of assessment in higher education. GEMA: Online Journal of Language Studies, 10 (1). pp. 17-33. ISSN 1675-8021 http://www.ukm.my/ppbl/Gema/GEMA%202010/pp%2017_33.pdf
repository_type Digital Repository
institution_category Local University
institution Universiti Kebangasaan Malaysia
building UKM Institutional Repository
collection Online Access
language English
description This paper reports on the preliminary findings of a doctoral study in progress, which is situated in the context of quality in higher education, and is premised on the view that the student learning experience is ultimately the most meaningful and lasting measure of academic quality. The literature on assessment in higher education clearly places assessment at the heart of student learning and it is claimed that “the truth about an educational system” may be discovered by examining its assessment procedures (Rowntree, 1987, p.1). Using a qualitative case study approach, the study aims to reveal the values inherent in assessment, to show how these are conveyed through institutional discourses and through practices of lecturers, and how students’ learning behaviour may be affected by their perspectives of assessment. Data gathering activities for the entire doctoral research include focus group discussions and individual interviews with finalyear undergraduates, interviews with their lecturers, observations of lectures and classroom assessments, examination of documents related to the course descriptions and assessment, as well as a study of the administrative and procedural aspects of assessment which are part of the assessment praxis. The emerging themes reported here, based solely on the analysis of two of the focus group discussions, indicate how assessment praxis in higher education seems to be a reproduction of dominant power structures that have inculcated patterns of student passivity in learning.
format Article
author Lee, King Siong,
Hazita Azman,
Koo, Yew Lie,
spellingShingle Lee, King Siong,
Hazita Azman,
Koo, Yew Lie,
Investigating the undergraduate experience of assessment in higher education
author_facet Lee, King Siong,
Hazita Azman,
Koo, Yew Lie,
author_sort Lee, King Siong,
title Investigating the undergraduate experience of assessment in higher education
title_short Investigating the undergraduate experience of assessment in higher education
title_full Investigating the undergraduate experience of assessment in higher education
title_fullStr Investigating the undergraduate experience of assessment in higher education
title_full_unstemmed Investigating the undergraduate experience of assessment in higher education
title_sort investigating the undergraduate experience of assessment in higher education
publisher Penerbit UKM
publishDate 2010
url http://journalarticle.ukm.my/2320/
http://journalarticle.ukm.my/2320/
http://journalarticle.ukm.my/2320/1/page1_21.pdf
first_indexed 2023-09-18T19:35:47Z
last_indexed 2023-09-18T19:35:47Z
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