Identifying academics' orientations to assessment practice

Higher Education

Volumn 43, Issue 2, 2002, Pages 173-201

  Samuelowicz, Katherine ^a   Bain, John D ^b  

^a UNIVERSITY OF QUEENSLAND   (Australia)

^b GRIFFITH UNIVERSITY   (Australia)

Author keywords

Academic staff development; Academics' beliefs; Beliefs; Conceptions; Conceptions of assessment; Educational beliefs; Grounded method; Orientations to assessment practice

Indexed keywords

EID: 0141791004     PISSN: 00181560     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1013796916022     Document Type: Review

References (33)

1. Argyris, C. and Schoen, D.A. (1974). Theory in Practice: Increasing Professional Effectiveness. San Francisco: Jossey-Bass.
2. Ausubel, D.P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart and Winston.
3. Bain, J.D. (1994). Understanding by Learning or Learning by Understanding: How Shall We Teach? Inaugural Professorial Lecture, Griffith University, September 28, 1994.
4. Biggs, J.B. (1990). 'Teaching: design for learning', in Ross, B. (ed.), Teaching for Effective Learning (pp. 11-26). Sydney: Higher Education Research and Development Society of Australasia.
5. Biggs, J.B. (1992). 'A qualitative approach to grading students', HERDSA News 14, 3-6.
6. Bowden, J. (1988). 'Achieving change in teaching practice', in Ramsden, P. (ed.), Improving Learning: New Perspectives. London: Kogan Page.
7. Entwistle, A. and Enswistle, N. (1992). 'Experiences of understanding in revising for degree examinations', Learning and Instruction 2, 1-22.
8. Fransella, F. and Bannister, D. (1977). A Manual for Repertory Grid Technique. New York: Academic Press.
9. Ho, S.P.A. (1998). 'A conceptual change staff development program: Effects as perceived by participants', The International Journal of Academic Development 3(1), 24-28.
10. Kember, D. (1997a). 'A reconceptualisation of the research into university academics' conceptions of teaching', Learning and Instruction 7, 225-275.
11. Kember, D. (1997b). 'Teaching beliefs and their impact on students' approaches to learning', in Dart, B. and Boulton-Lewis, G. (eds.), Teaching and Learning in Higher Education. Camberwell, Vic: ACER Press.
12. Kember, D. and Kwan, K.P. (2001). 'Lecturers' approaches to teaching and their relationship to conceptions of good teaching', in Hativa, N. and Goodyear, P. (eds.), Teacher Thinking, Beliefs and Knowledge in Higher Education. Dordrecht, the Netherlands: Kluwer Academic Publishers.
13. Laurillard, D.M. (1984). 'Learning from problem solving', in Marton, F., Hounsell, D. and Entwistle, N. (eds.), The Experience of Learning. Edinburg: Scottish Academic Press.
14. Leder, G.C. (1993). 'Constructivism: theory for practice? The case of mathematics', Higher Educational Research and Development 12(1), 5-20.
15. Martin, E. and Ramsden, P. (1992). 'An expanding awareness: how lecturers change their understanding of teaching', Research and Development in Higher Education 15, 148-155.
16. Marton, F. and Svensson, L. (1979). 'Conceptions of research in student learning', Higher Education 8, 471-486.
17. Marton, F. and Booth, S. (1997). Learning and Awareness. Mahwah, NJ: L. Erlbaum Associates.
18. Prawat, R.S. (1992). 'Teachers' beliefs about teaching and learning: a constructivist perspective', American Journal of Education pp. 355-395.
19. Prosser, M., Trigwell, K. and Taylor, P. (1994). 'A phenomenographic study of academics' conceptions of science learning and teaching', Learning and Instruction 4, 217-232.
20. Prosser, M., Trigwell, K., Marton, F. and Runesson, U. (1997). 'Relations between epistemological beliefs and educational practice (as revealed in problem solving)', Research and Development in Higher Education 20, 611-619.
21. Ramsden, P. (1988). Learning to Teach in Higher Education. London: Routledge.
22. Reeves, T.C. (1992). 'Effective dimensions of interactive learning systems', Information Technology for Training and Education Conference (ITTE '92), pp. 99-113. St Lucia, Brisbane: University of Queensland.
23. Samuelowicz, K. and Bain, J.D. (1992). 'Conceptions of teaching held by academic teachers', Higher Education 24, 93-111.
24. Samuelowicz, K. and Bain, J.D. (2001). 'Revisiting academics' beliefs about teaching and learning', Higher Education 41, 299-325.
25. Scouller, K. (1999). 'How assessment-driven are students really?', in Rust, C. (ed.), Improving Student Learning: Improving Student Learning Outcomes. Oxford: The Oxford Centre for Staff and Learning Development.
26. Strauss, A.L. and Corbin, J.M. (1997). Grounded Theory in Practice. Thousand Oaks, CA: Sage.
27. Strike, K.A. and Posner, G.J. (1992). 'A revisionist theory of conceptual change', in Duschl, R.A. and Hamilton, R.J. (eds.), Philosophy of Science, Cognitive Psychology, Educational Theory and Practice. Albany: SUNY Press.
28. Thomas, P.R. and Bain, J.D. (1984). 'Contextual dependence of learning approaches: the effects of assessments', Human Learning 3, 227-240.
29. Trigwell, K., Prosser, M. and Taylor, P. (1994). 'Qualitative differences in approaches to teaching first year university science', Higher Education 27, 75-84.
30. Trigwell, K., Prosser, M., Marton, F. and Runesson, U. (2001). 'Views of learning, teaching practices and conceptions of problem solving in science', in Hativa, N. and Goodyear, P. (eds.), Teacher Thinking, Beliefs and Knowledge in Higher Education. Dordrecht, the Netherlands: Kluwer Academic Publishers.
31. Trigwell, K., Prosser, M. and Waterhouse, F. (1999). 'Relations between teachers' approaches to teaching and students' approaches learning', Higher Education 37, 57-70.
32. Wilson, S.M. and Wineburg, S.S. (1993). 'Wrinkles in time and place: using performance assessments to understand the knowledge of history teachers', American Educational Research Journal 30, 729-769.
33. Wittrock, M.C. (1974). 'Learning as a generative process', Education Psychologist 11(2), 87-95.