Description
This presentation reports the initial findings of a mixed-method research project exploring the policy, practices and preferences of academic staff when assessing referencing.Supporting students with referencing is often problematic as assessment of referencing in students’ work occurs within a ‘black box’. Anecdotal observations suggest a wide range of attitudes and practices when academics assess referencing; from permissive approaches (where students may be permitted to apply a style’s conventions only loosely) to highly prescriptive approaches where students requiring full compliance with a referencing style. Similarly marking and assessment practices may include awarding/deducting marks, capping grade boundaries or giving feedback. Differences in approach have been noted within programme teams, between programmes and between faculties and may be expressed explicitly through marking schemes/rubrics or implicitly through the individual preferences and practices. This context presents significant issues when teaching referencing as it necessarily requires orientation towards the most prescriptive approaches.
This research seeks to open the ‘black box’ of marking and assessment for referencing. A three-stage mixed-method study was used; documentary research using a sample of assessment policy and marking rubrics, quantitative research using a questionnaire and finally qualitative interviews. From these, the researchers aim to develop a consensus approach to assessing referencing. This presentation will present the findings of the documentary and quantitative analysis stages. This presentation aims to inform attendees on self-reported priorities academics have when assessing referencing and illustrate how these are expressed in policy and practice.
| Period | 19 Jun 2024 |
|---|---|
| Event title | Learning and Teaching Conference 2024 |
| Event type | Conference |
| Location | Northampton, United KingdomShow on map |
| Degree of Recognition | Local |
Keywords
- Referencing
- Citation
- Assessment