The struggle for academic rigour in assessment education
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Date
2016
Authors
Steinberg, Carola
Waspe, Tom
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
This article explores the meaning of academic rigour in relation to a
fourth year assessment education course for pre-service teachers. We
present the requirements for a course to be considered academically
rigorous, describe the course we offered in the light of these criteria and
then present the students’ responses. Our findings indicate differing
perspectives between lecturers and students on what it means to
learn about assessment and to be academically rigorous. Whereas
the lecturers were expecting engagement with assessment theory
and practice from all students, many students ‘tuned out’ whenever
the course did not engage them in practical examples related to their
subject specialisation. Only exceptional students moved beyond
compliance with course requirements. The struggle for academic
rigour involves developing a better alignment between lecturer and
student expectations. This has implications for more explicit explanation
of course purposes as well as increased cooperation with subject
specialisation methodology courses.
Description
Keywords
Academic rigour, Assessment education, Alignment, Curriculum, Pedagogy, Assessment, Student perspectives, Lecturer-student interdependence
Citation
Steinberg, C., & Waspe, T. (2016). The struggle for academic rigour in assessment education. Perspectives in Education, 34(1), 53-67.