The struggle for academic rigour in assessment education

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dc.contributor.authorSteinberg, Carola
dc.contributor.authorWaspe, Tom
dc.date.accessioned2016-07-25T06:37:59Z
dc.date.available2016-07-25T06:37:59Z
dc.date.issued2016
dc.description.abstractThis 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.en_ZA
dc.identifier.citationSteinberg, C., & Waspe, T. (2016). The struggle for academic rigour in assessment education. Perspectives in Education, 34(1), 53-67.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3837
dc.identifier.urihttp://dx.doi.org/10.18820/2519593X/pie.v34i1.5
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectAcademic rigouren_ZA
dc.subjectAssessment educationen_ZA
dc.subjectAlignmenten_ZA
dc.subjectCurriculumen_ZA
dc.subjectPedagogyen_ZA
dc.subjectAssessmenten_ZA
dc.subjectStudent perspectivesen_US
dc.subjectLecturer-student interdependenceen_ZA
dc.titleThe struggle for academic rigour in assessment educationen_ZA
dc.typeArticleen_ZA
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PiE 2016 Volume 34 Issue 1