Simpson, Adrian (2016) 'Assessment and its outcomes : the influence of disciplines and institutions.', Assessment and evaluation in higher education., 41 (6). pp. 917-937.
Existing research provides evidence at the module level of systematic differences in patterns of assessment, marks achieved and distributions of marks between different disciplines. This paper examines those issues at the degree course level, and suggests reasons for the presence or absence of those module-level relationships at this higher level. The analysis finds that both discipline and institution have large and roughly equal impact on the balance between assessment types. However, contrary to the suggestions in the literature, that balance has virtually no independent impact on degree outcomes. The analysis also discovers that, while there is only a small independent impact of disciplines on average degree marks compared to the institutional impact, disciplines do have a larger relative impact on the distribution of those marks.
|Keywords:||Assessment, Disciplines, Examination performance, Quantitative research, Degree performance.|
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||http://dx.doi.org/10.1080/02602938.2015.1052369|
|Publisher statement:||This is an Accepted Manuscript of an article published by Taylor & Francis Group in Assessment and Evaluation in Higher Education on 11/06/2015, available online at: http://www.tandfonline.com/10.1080/02602938.2015.1052369.|
|Date accepted:||12 May 2015|
|Date deposited:||03 June 2015|
|Date of first online publication:||11 June 2015|
|Date first made open access:||11 December 2016|
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