Changing curriculum and teaching practice A practical theory for academic staff development
- Clarence, Sherran, van Heerden, Martina
- Authors: Clarence, Sherran , van Heerden, Martina
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445770 , vital:74428 , ISBN 9781003028215 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-9/changing-curriculum-teaching-practice-sherran-clarence-martina-van-heerden
- Description: An underdeveloped aspect of academic staff development research in higher education is using theory to help academic lecturers to understand and inform their practices, so as to better enable student development and learning. This chapter illustrates how a theorized way of talking about teaching and learning, specifically using the LCT dimension of Semantics, both semantic waves and the semantic plane, may create exciting and productive conversations with academic lecturers. Using two ‘vignettes’ drawn from English Studies and Political Studies, the chapter illustrates how teaching practice and curriculum design can be enhanced by using LCT in academic staff development work, and by extension in curriculum design, teaching and assessment practice.
- Full Text:
- Authors: Clarence, Sherran , van Heerden, Martina
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445770 , vital:74428 , ISBN 9781003028215 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-9/changing-curriculum-teaching-practice-sherran-clarence-martina-van-heerden
- Description: An underdeveloped aspect of academic staff development research in higher education is using theory to help academic lecturers to understand and inform their practices, so as to better enable student development and learning. This chapter illustrates how a theorized way of talking about teaching and learning, specifically using the LCT dimension of Semantics, both semantic waves and the semantic plane, may create exciting and productive conversations with academic lecturers. Using two ‘vignettes’ drawn from English Studies and Political Studies, the chapter illustrates how teaching practice and curriculum design can be enhanced by using LCT in academic staff development work, and by extension in curriculum design, teaching and assessment practice.
- Full Text:
Making visible the affective dimensions of scholarship in postgraduate writing development work
- Authors: Clarence, Sherran
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439495 , vital:73601 , https://doi.org/10.47989/kpdc63
- Description: Many university writing and student academic development centres serve both under-and postgraduate student-writers. However, it is not always clear that the training and development of those who work with writers accounts fully for the affective dimensions of postgraduate writing, specifically. Especially at the doctoral level, where an original contribution to knowledge is required, writers need to take on a confident authorial voice in their work, both written and in conversation with others. Research, however, shows that many doctoral students struggle with this. This paper argues that, to be truly successful and fit for purpose, peer writing development work needs to understand the nature of postgraduate learning and writing from more than just the technical perspective of writing a successful thesis. Writer-focused work at this level needs to account for the affective dimensions of writing and research as well, to engage students in more holistic, critical, and forward-looking conversations about their writing, and their own developing scholarly identity. The paper offers insights into the different affective dimensions of postgraduate writing, especially those under-considered in much practical work with postgraduate writers, and offers suggestions for a whole-student tutoring approach at this level.
- Full Text:
- Authors: Clarence, Sherran
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439495 , vital:73601 , https://doi.org/10.47989/kpdc63
- Description: Many university writing and student academic development centres serve both under-and postgraduate student-writers. However, it is not always clear that the training and development of those who work with writers accounts fully for the affective dimensions of postgraduate writing, specifically. Especially at the doctoral level, where an original contribution to knowledge is required, writers need to take on a confident authorial voice in their work, both written and in conversation with others. Research, however, shows that many doctoral students struggle with this. This paper argues that, to be truly successful and fit for purpose, peer writing development work needs to understand the nature of postgraduate learning and writing from more than just the technical perspective of writing a successful thesis. Writer-focused work at this level needs to account for the affective dimensions of writing and research as well, to engage students in more holistic, critical, and forward-looking conversations about their writing, and their own developing scholarly identity. The paper offers insights into the different affective dimensions of postgraduate writing, especially those under-considered in much practical work with postgraduate writers, and offers suggestions for a whole-student tutoring approach at this level.
- Full Text:
Developing academic literacies through understanding the nature of disciplinary knowledge
- Clarence, Sherran, McKenna, Sioux
- Authors: Clarence, Sherran , McKenna, Sioux
- Date: 2017
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61062 , vital:27942 , https://doi.org/10.18546/LRE.15.1.04
- Description: Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus obscuring the structures from which these practices emanate. This paper demonstrates how theoretical and analytical tools for conceptualizing disciplinary knowledge structures can connect these with academic literacies development work. Using recent studies that combine academic literacies and theories of knowledge in novel ways, this paper will show that understanding the knowledge structures of different disciplines can enable academic developers to build a stronger body of practice. This will enable academic developers working within disciplinary contexts to more ably speak to the nature of coming to know in higher education.
- Full Text:
- Authors: Clarence, Sherran , McKenna, Sioux
- Date: 2017
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61062 , vital:27942 , https://doi.org/10.18546/LRE.15.1.04
- Description: Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus obscuring the structures from which these practices emanate. This paper demonstrates how theoretical and analytical tools for conceptualizing disciplinary knowledge structures can connect these with academic literacies development work. Using recent studies that combine academic literacies and theories of knowledge in novel ways, this paper will show that understanding the knowledge structures of different disciplines can enable academic developers to build a stronger body of practice. This will enable academic developers working within disciplinary contexts to more ably speak to the nature of coming to know in higher education.
- Full Text:
“War of the worldly codes”: articulating the gap between legal academia and practice
- Authors: Clarence, Sherran
- Date: 2017
- Language: English
- Type: text , conference publication
- Identifier: http://hdl.handle.net/10962/66972 , vital:29007
- Full Text:
- Authors: Clarence, Sherran
- Date: 2017
- Language: English
- Type: text , conference publication
- Identifier: http://hdl.handle.net/10962/66972 , vital:29007
- Full Text:
Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61314 , vital:28014 , https://doi.org/10.1080/13562517.2015.1115972
- Full Text: false
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61314 , vital:28014 , https://doi.org/10.1080/13562517.2015.1115972
- Full Text: false
Knowledge and knowers in teaching and learning: an enhanced approach to curriculum alignment
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59823 , vital:27655 , http://www.legitimationcodetheory.com/pdf/2016Clarence-c.pdf
- Description: John Biggs’ well-known curriculum design approach, constructive alignment, is widely used in higher education in the United Kingdom, Australia and South Africa. Developed with one dominant account of learning through curriculum, this approach has a gap in terms of accounting for other kinds of knowledge building, and associated knower development. This paper proposes a complementary approach that accounts for different kinds of knowledge and knower building. Using Legitimation Code Theory’s concept of Specialisation, the paper argues that accounting for what makes a discipline ‘special’ in terms of its basis for legitimate achievement can enable curriculum writers to align curricula more effectively with that basis in different disciplines. Using a case study approach, this paper shows how this tool can provide lecturers and academic development practitioners with a useful mode of analysing curriculum alignment to more ably account for differential development of disciplinary knowledges and knowers.
- Full Text:
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59823 , vital:27655 , http://www.legitimationcodetheory.com/pdf/2016Clarence-c.pdf
- Description: John Biggs’ well-known curriculum design approach, constructive alignment, is widely used in higher education in the United Kingdom, Australia and South Africa. Developed with one dominant account of learning through curriculum, this approach has a gap in terms of accounting for other kinds of knowledge building, and associated knower development. This paper proposes a complementary approach that accounts for different kinds of knowledge and knower building. Using Legitimation Code Theory’s concept of Specialisation, the paper argues that accounting for what makes a discipline ‘special’ in terms of its basis for legitimate achievement can enable curriculum writers to align curricula more effectively with that basis in different disciplines. Using a case study approach, this paper shows how this tool can provide lecturers and academic development practitioners with a useful mode of analysing curriculum alignment to more ably account for differential development of disciplinary knowledges and knowers.
- Full Text:
Knowledge-building: educational studies in Legitimation Code Theory
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: book review , text
- Identifier: http://hdl.handle.net/10962/61300 , vital:28013 , http://dx.doi.org/10.1080/14703297.2016.1231751
- Description: A challenge facing higher education researchers, especially those new to the craft of research, is that of moving between theory and data effectively in order to mediate research findings clearly to readers. For postgraduate students and academics publishing their research, working with data and designing effective and fit-for-purpose methodologies can be a challenge. Moreover, this is not necessarily an easy area for supervisors and research mentors to assist with. In addition to researchers, practitioners working in academic development also need ways of using research – either empirical or conceptual – to augment their work with lecturers to improve teaching and learning. There are many handbooks that detail the differences between qualitative, quantitative and mixed-methods research. There are many theoretical texts to choose from. But there are few texts that offer researchers and those mentoring researchers insight into how methodology and theory connect in research studies, as well as practical tools to navigate the chaos of research, bringing theory and data into conversation in relevant and problem-oriented ways that can influence practice effectively. Karl Maton, in his introduction to this edited collection, argues that in spite of many claims within educational and social research for the need to connect research with theory more effectively, ‘the two frequently remain divorced or, at best, not on speaking terms’ (p. 1). The central premise of the book flows from this: we need to move beyond calls for more theory-informed research into education and society towards generating ways of demonstrating enactments of research that bring theory and research together meaningfully. The need for the research we publish to make clear its theoretical and methodological underpinning and enactments is crucial for effecting sustainable and meaningful change in practice within the field. This text, located within the growing field of Legitimation Code Theory (LCT) research, within the broader field of sociology of education, takes a generous step in that direction. Building on Maton’s 2014 text, Knowledge and knowers. Towards a realist sociology of education, this text delves into how LCT concepts – particularly in the dimensions of Specialisation and Semantics – can be enacted within educational research and practice.
- Full Text: false
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: book review , text
- Identifier: http://hdl.handle.net/10962/61300 , vital:28013 , http://dx.doi.org/10.1080/14703297.2016.1231751
- Description: A challenge facing higher education researchers, especially those new to the craft of research, is that of moving between theory and data effectively in order to mediate research findings clearly to readers. For postgraduate students and academics publishing their research, working with data and designing effective and fit-for-purpose methodologies can be a challenge. Moreover, this is not necessarily an easy area for supervisors and research mentors to assist with. In addition to researchers, practitioners working in academic development also need ways of using research – either empirical or conceptual – to augment their work with lecturers to improve teaching and learning. There are many handbooks that detail the differences between qualitative, quantitative and mixed-methods research. There are many theoretical texts to choose from. But there are few texts that offer researchers and those mentoring researchers insight into how methodology and theory connect in research studies, as well as practical tools to navigate the chaos of research, bringing theory and data into conversation in relevant and problem-oriented ways that can influence practice effectively. Karl Maton, in his introduction to this edited collection, argues that in spite of many claims within educational and social research for the need to connect research with theory more effectively, ‘the two frequently remain divorced or, at best, not on speaking terms’ (p. 1). The central premise of the book flows from this: we need to move beyond calls for more theory-informed research into education and society towards generating ways of demonstrating enactments of research that bring theory and research together meaningfully. The need for the research we publish to make clear its theoretical and methodological underpinning and enactments is crucial for effecting sustainable and meaningful change in practice within the field. This text, located within the growing field of Legitimation Code Theory (LCT) research, within the broader field of sociology of education, takes a generous step in that direction. Building on Maton’s 2014 text, Knowledge and knowers. Towards a realist sociology of education, this text delves into how LCT concepts – particularly in the dimensions of Specialisation and Semantics – can be enacted within educational research and practice.
- Full Text: false
Peer tutors as learning and teaching partners: a cumulative approach to building peer tutoring capacity in higher education
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61335 , vital:28016 , http://cristal.epubs.ac.za/index.php/cristal/article/view/69
- Description: Peer tutors in higher education are frequently given vital teaching and learning work to do, but the training or professional development and support opportunities they are offered vary, and more often than not peer tutors are under-supported. In order to create and sustain teaching and learning environments that are better able to facilitate students’ engagement with knowledge and learning, the role of peer tutors needs to be recognised differently, as that of learning and teaching partners to both lecturers and students. Tutors then need to be offered opportunities for more in-depth professional academic development in order to fully realise this role. This paper explores a tutor development programme within a South African writing centre that aimed at offering tutors such ongoing and cumulative opportunities for learning and growth using a balanced approach, which included scholarly research and practice-based training. Using narrative data tutors provided in reflective written reports, the paper explores the kinds of development in tutors’ thinking and action that are possible when training and development is theoretically informed, coherent, and oriented towards improving practice.
- Full Text:
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61335 , vital:28016 , http://cristal.epubs.ac.za/index.php/cristal/article/view/69
- Description: Peer tutors in higher education are frequently given vital teaching and learning work to do, but the training or professional development and support opportunities they are offered vary, and more often than not peer tutors are under-supported. In order to create and sustain teaching and learning environments that are better able to facilitate students’ engagement with knowledge and learning, the role of peer tutors needs to be recognised differently, as that of learning and teaching partners to both lecturers and students. Tutors then need to be offered opportunities for more in-depth professional academic development in order to fully realise this role. This paper explores a tutor development programme within a South African writing centre that aimed at offering tutors such ongoing and cumulative opportunities for learning and growth using a balanced approach, which included scholarly research and practice-based training. Using narrative data tutors provided in reflective written reports, the paper explores the kinds of development in tutors’ thinking and action that are possible when training and development is theoretically informed, coherent, and oriented towards improving practice.
- Full Text:
Reimagining curriculum through a Bernsteinian lens: rethinking the canon in Political Science
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: text , conference publication
- Identifier: http://hdl.handle.net/10962/66961 , vital:29006
- Full Text:
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: text , conference publication
- Identifier: http://hdl.handle.net/10962/66961 , vital:29006
- Full Text:
Seeing yourself in a new light: crossing the threshold to “researcher"
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/61390 , vital:28021 , http://www.africansunmedia.co.za/Sun-e-Shop/tabid/78/ProductId/385/Default.aspx , http://dx.doi.org/10.17613/M6WW52
- Description: Writing, and the thinking, reading and analytical process that writers engage with to make writing possible, is transformative, and doctoral students in the social sciences especially tend to write themselves into their new identities as ‘doctors’ and recognised researchers. Much has been written in recent years about doctoral writing, including many advice books on how to write a ‘big-book’ or similar doctoral thesis into being. While some of the journal articles and books are helpful, and provide useful accounts of the complex challenges of writing a doctoral thesis, many of the advice books in particular focus more on the text itself, with the writer oddly under-accounted for. Recent research on, for example, doctoral writing groups and doctoral identity speaks into this gap helpfully, but much of it is written in contexts other than South Africa, and much of it is written for rather than by students going through or having recently completed a PhD process. This chapter contributes to a growing body of research and reflection on the role of writing itself in the process of becoming a ‘doctor’. Building on relevant blog posts and critical reflection through a research journal on my own transformative doctoral writing process at a South African university, this chapter will reflect on how challenging yet also potentially thrilling the writing process can be during a PhD. Readers will hopefully find in this chapter useful insights into their own process of becoming a doctor, and ideas for making their own ‘writing and becoming’ process more engaging and rewarding.
- Full Text: false
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/61390 , vital:28021 , http://www.africansunmedia.co.za/Sun-e-Shop/tabid/78/ProductId/385/Default.aspx , http://dx.doi.org/10.17613/M6WW52
- Description: Writing, and the thinking, reading and analytical process that writers engage with to make writing possible, is transformative, and doctoral students in the social sciences especially tend to write themselves into their new identities as ‘doctors’ and recognised researchers. Much has been written in recent years about doctoral writing, including many advice books on how to write a ‘big-book’ or similar doctoral thesis into being. While some of the journal articles and books are helpful, and provide useful accounts of the complex challenges of writing a doctoral thesis, many of the advice books in particular focus more on the text itself, with the writer oddly under-accounted for. Recent research on, for example, doctoral writing groups and doctoral identity speaks into this gap helpfully, but much of it is written in contexts other than South Africa, and much of it is written for rather than by students going through or having recently completed a PhD process. This chapter contributes to a growing body of research and reflection on the role of writing itself in the process of becoming a ‘doctor’. Building on relevant blog posts and critical reflection through a research journal on my own transformative doctoral writing process at a South African university, this chapter will reflect on how challenging yet also potentially thrilling the writing process can be during a PhD. Readers will hopefully find in this chapter useful insights into their own process of becoming a doctor, and ideas for making their own ‘writing and becoming’ process more engaging and rewarding.
- Full Text: false
Surfing the waves of learning: enacting a Semantics analysis of teaching in a first-year Law course
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59816 , vital:27654 , https://doi.org/10.1080/07294360.2016.1263831
- Description: Students’ ability to build knowledge, and transfer it within and between contexts is crucial to cumulative learning and to academic success. This has long been a concern of higher education research and practice. A central part of this concern for educators is creating the conditions that enable their students' deep learning, as this is an area of significant struggle for many students. Legitimation Code Theory, in particular the dimension of Semantics, is proving useful in examining the kinds of conditions that may be necessary for students to build disciplinary knowledge cumulatively over time. Using illustrative data from one case study, this paper suggests that the conceptual tools offered by Semantics can provide academic lecturers and academic development staff with a set of conceptual and analytical tools which can enable them to ‘see’ and understand the ways in which knowledge can be cumulatively acquired and used, as well as the possible gaps between what they are teaching and what their students may be learning. The hope is that these new insights will provide new directions for change in teaching and learning where these may be needed.
- Full Text: false
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59816 , vital:27654 , https://doi.org/10.1080/07294360.2016.1263831
- Description: Students’ ability to build knowledge, and transfer it within and between contexts is crucial to cumulative learning and to academic success. This has long been a concern of higher education research and practice. A central part of this concern for educators is creating the conditions that enable their students' deep learning, as this is an area of significant struggle for many students. Legitimation Code Theory, in particular the dimension of Semantics, is proving useful in examining the kinds of conditions that may be necessary for students to build disciplinary knowledge cumulatively over time. Using illustrative data from one case study, this paper suggests that the conceptual tools offered by Semantics can provide academic lecturers and academic development staff with a set of conceptual and analytical tools which can enable them to ‘see’ and understand the ways in which knowledge can be cumulatively acquired and used, as well as the possible gaps between what they are teaching and what their students may be learning. The hope is that these new insights will provide new directions for change in teaching and learning where these may be needed.
- Full Text: false
Transforming the use of tutorials through academic staff development
- Clarence, Sherran, Wolff, Karin, Winberg, Simon, Farmer, Jean-Lee, Esambe, Emmanuel
- Authors: Clarence, Sherran , Wolff, Karin , Winberg, Simon , Farmer, Jean-Lee , Esambe, Emmanuel
- Date: 2016
- Language: English
- Type: text , conference publication
- Identifier: http://hdl.handle.net/10962/66982 , vital:29008
- Full Text:
- Authors: Clarence, Sherran , Wolff, Karin , Winberg, Simon , Farmer, Jean-Lee , Esambe, Emmanuel
- Date: 2016
- Language: English
- Type: text , conference publication
- Identifier: http://hdl.handle.net/10962/66982 , vital:29008
- Full Text:
What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers
- Van Heerden, Martina, Clarence, Sherran, Bharuthram, Sharita
- Authors: Van Heerden, Martina , Clarence, Sherran , Bharuthram, Sharita
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59856 , vital:27669 , https://doi.org/10.1080/02602938.2016.1212985
- Description: Feedback plays an integral role in students’ learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning, there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback. Central to this disagreement is the role that feedback has to play in ensuring that students produce the ‘right’ kinds of knowledge, and become the ‘right’ kinds of knowers within their disciplines. This paper argues that, in order to find common ground between students and tutors or lecturers on what feedback is for, and how to both give and use it effectively, we need to conceptualise disciplinary knowledge and knowers anew. We offer, as a useful starting point, the Specialisation dimension of Legitimation Code Theory as both practical theory and methodological tool for exploring knowledge and knowers in English Studies and Law as two illustrative cases. The paper concludes that this analysis offers lecturers and tutors a fresh understanding of the disciplinary knowledge and knower structures they work within and, relatedly, a clearer view of the work their feedback needs to do within these.
- Full Text: false
- Authors: Van Heerden, Martina , Clarence, Sherran , Bharuthram, Sharita
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59856 , vital:27669 , https://doi.org/10.1080/02602938.2016.1212985
- Description: Feedback plays an integral role in students’ learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning, there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback. Central to this disagreement is the role that feedback has to play in ensuring that students produce the ‘right’ kinds of knowledge, and become the ‘right’ kinds of knowers within their disciplines. This paper argues that, in order to find common ground between students and tutors or lecturers on what feedback is for, and how to both give and use it effectively, we need to conceptualise disciplinary knowledge and knowers anew. We offer, as a useful starting point, the Specialisation dimension of Legitimation Code Theory as both practical theory and methodological tool for exploring knowledge and knowers in English Studies and Law as two illustrative cases. The paper concludes that this analysis offers lecturers and tutors a fresh understanding of the disciplinary knowledge and knower structures they work within and, relatedly, a clearer view of the work their feedback needs to do within these.
- Full Text: false
Assessment in higher education: reframing traditional understandings and practices
- Clarence, Sherran, Quinn, Lynn, Vorster, Jo-Anne E
- Authors: Clarence, Sherran , Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2015
- Language: English
- Type: Book , text
- Identifier: http://hdl.handle.net/10962/59534 , vital:27624
- Description: The case studies in this publication provide examples of lecturers who have considered the role of assessment in their courses carefully. All of them have engaged with matters related to assessment as part of the formal courses or qualifications offered by staff of the Centre for Higher Education Research, Teaching and Learning (CHERTL) at Rhodes University. In these courses lecturers are encouraged to reflect critically on their current assessment practices, engage with some of the literature and research on assessment in higher education, and then re-conceptualise their assessment methods and approaches. These case studies were drawn from the assignments and portfolios that they completed as part of the summative assessment for the courses they attended. The purpose of the case studies is pedagogic and to illustrate a range of assessment practices and principles. For the sake of clarity some of the details have been omitted or slightly changed.
- Full Text:
- Authors: Clarence, Sherran , Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2015
- Language: English
- Type: Book , text
- Identifier: http://hdl.handle.net/10962/59534 , vital:27624
- Description: The case studies in this publication provide examples of lecturers who have considered the role of assessment in their courses carefully. All of them have engaged with matters related to assessment as part of the formal courses or qualifications offered by staff of the Centre for Higher Education Research, Teaching and Learning (CHERTL) at Rhodes University. In these courses lecturers are encouraged to reflect critically on their current assessment practices, engage with some of the literature and research on assessment in higher education, and then re-conceptualise their assessment methods and approaches. These case studies were drawn from the assignments and portfolios that they completed as part of the summative assessment for the courses they attended. The purpose of the case studies is pedagogic and to illustrate a range of assessment practices and principles. For the sake of clarity some of the details have been omitted or slightly changed.
- Full Text:
- «
- ‹
- 1
- ›
- »