Questioning assessment

Berry, Joanne; Ellis, Rhian; Xavier, Patricia

doi:10.47408/jldhe.vi35.1322

Journal article 385 views 58 downloads

Questioning assessment

Joanne Berry

, Rhian Ellis, Patricia Xavier

Journal of Learning Development in Higher Education, Volume: Special Issue 35: Liberating Learning, Issue: 35

Swansea University Authors: Joanne Berry , Rhian Ellis

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DOI (Published version): 10.47408/jldhe.vi35.1322

Abstract

This brief communication offers a summary of our experience of holding a series of university-wide online discussions which explored and questioned the many assumptions we bring to assessment practices in higher education. It aims to demonstrate the value of such discussions, highlighting key lesson...

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Published in:	Journal of Learning Development in Higher Education
ISSN:	1759-667X
Published:	Association for Learning Development in Higher Education 2025
Online Access:	Check full text
URI:	https://cronfa.swan.ac.uk/Record/cronfa69128

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spelling	2025-04-10T12:05:41.9658910 v2 69128 2025-03-20 Questioning assessment d844420dcb4e868edd68414f808f4259 0000-0002-8212-8440 Joanne Berry Joanne Berry true false ef65b836815164a54c9296a1b17f734c Rhian Ellis Rhian Ellis true false 2025-03-20 CACS This brief communication offers a summary of our experience of holding a series of university-wide online discussions which explored and questioned the many assumptions we bring to assessment practices in higher education. It aims to demonstrate the value of such discussions, highlighting key lessons we learned, what they suggest for the future of assessment, and how we can better understand and support our students with the benefit of insights gained. Finally, we offer some practical tips for fellow higher education professionals new to this format, based on what worked well for us. Journal Article Journal of Learning Development in Higher Education Special Issue 35: Liberating Learning 35 Association for Learning Development in Higher Education 1759-667X assessment; assumptions; discussion; professional learning; online; connecting; students; trust; understanding 27 3 2025 2025-03-27 10.47408/jldhe.vi35.1322 COLLEGE NANME Culture and Communications School COLLEGE CODE CACS Swansea University Other 2025-04-10T12:05:41.9658910 2025-03-20T13:25:06.6565367 Faculty of Humanities and Social Sciences School of Culture and Communication - Classics, Ancient History, Egyptology Joanne Berry 0000-0002-8212-8440 1 Rhian Ellis 2 Patricia Xavier 3 69128__33985__d0edbf1b5c714e99a84fc3f10c1e41e0.pdf 69128.VoR.pdf 2025-04-10T11:59:17.5885976 Output 166832 application/pdf Version of Record true ©2025 The Author(s). This work is licensed under a Creative Commons Attribution 4.0 International License. true eng https://creativecommons.org/licenses/by/4.0/
title	Questioning assessment
spellingShingle	Questioning assessment Joanne Berry Rhian Ellis
title_short	Questioning assessment
title_full	Questioning assessment
title_fullStr	Questioning assessment
title_full_unstemmed	Questioning assessment
title_sort	Questioning assessment
author_id_str_mv	d844420dcb4e868edd68414f808f4259 ef65b836815164a54c9296a1b17f734c
author_id_fullname_str_mv	d844420dcb4e868edd68414f808f4259_*_Joanne Berry ef65b836815164a54c9296a1b17f734c_*_Rhian Ellis
author	Joanne Berry Rhian Ellis
author2	Joanne Berry Rhian Ellis Patricia Xavier
format	Journal article
container_title	Journal of Learning Development in Higher Education
container_volume	Special Issue 35: Liberating Learning
container_issue	35
publishDate	2025
institution	Swansea University
issn	1759-667X
doi_str_mv	10.47408/jldhe.vi35.1322
publisher	Association for Learning Development in Higher Education
college_str	Faculty of Humanities and Social Sciences
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hierarchy_top_title	Faculty of Humanities and Social Sciences
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department_str	School of Culture and Communication - Classics, Ancient History, Egyptology{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - Classics, Ancient History, Egyptology
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description	This brief communication offers a summary of our experience of holding a series of university-wide online discussions which explored and questioned the many assumptions we bring to assessment practices in higher education. It aims to demonstrate the value of such discussions, highlighting key lessons we learned, what they suggest for the future of assessment, and how we can better understand and support our students with the benefit of insights gained. Finally, we offer some practical tips for fellow higher education professionals new to this format, based on what worked well for us.
published_date	2025-03-27T05:23:07Z
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Questioning assessment

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