Identifying academics' orientations to assessment practice

By Katherine Samuelowicz, J. Bain. 2002

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Major influences on the teaching and assessment of graduate attributes (2012, background): “The discrepancy between ‘idealised’ and ‘working’ conceptions has also been identified by Jones (2009), Kane, Sandretto and Heath (2002), Orrell (2006) and Samuelowicz and Bain (1992), amongst others.”
Including young people with disabilities: Assessment challenges in higher education (2007, result): “the fundamental question is ‘what kind of learning?’ Scouller (1998) found that different assessment methods were related to distinct patterns in learning approaches and in students’ perceptions of the levels of intellectual abilities being assessed.”
Faculty and Students Conceptions of Assessment in Higher Education (2012, background): “In contrast, those who saw teaching and learning as facilitating critical thinking viewed assessment as an integral part of the learning process for problem analysis and application (Samuelowicz and Bain 2002).”