Conference time: -
REAP Conference Fora (in programme order)
Forums > Interaction of peer & tutor feedback Session > Crossouard & Pryor case study
Subject: Facilitator review of Crossouard & Pryor case study

You are not authorized to post a reply.   
Author Messages  
Lewis Elton
Posts: 5
22/05/2007 17:34  
This innovation accepts the firm distinction between formative and summative assessment and, rather than critique it within this assumption, I would like to challenge it on the basis of an experience of mine which did not accept that distinction. This was a programme for a Postgraduate Diploma/MA in Higher Education, which was evaluated jointly by one of the successful course members and myself: L. Stefani and L. Elton, 'Continuing professional development of academic teachers through self-initiated learning'. Assessment and Evaluation in Higher Education 27 (2002), 117 – 129.

The programme was based on action research over topics in seven modules, followed by a final summarising module. In each module, a course member had to put forward an appropriate action research programme to be discussed with me as the course tutor (the programme was ahead of its time and had very few takers, so that I was able to cover it by myself, with eventually some assistance from a co-tutor, Carol Baume). Only if we agreed, could the member carry out the module programme. We never seriously disagreed but this clearly was formative assessment of a kind. When the member had completed the work for the module, it was assessed by me (as the internal examiner) and – if necessary – returned for improvement, after which it was assessed by me on a pass/fail basis, a decision that was reviewed by Phil Race who acted as External Examiner. Thus the initial formative assessment of each module, based on a proposal by the course member, was followed by a formative assessment of the outcome and this – after improvement – formed the basis for summative assessment, which grew naturally out of the previous formative assessments.

The ‘students’ (we called them ‘course members’) were all experienced academics, who had their own students; I would not have dared at the time to use such an approach with less experienced ‘students’; now I might.
You are not authorized to post a reply.  
Forums > Interaction of peer & tutor feedback Session > Crossouard & Pryor case study > Facilitator review of Crossouard & Pryor case study


ActiveForums 3.6