ERIC Number: EJ1451440
Record Type: Journal
Publication Date: 2024
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-2938
EISSN: EISSN-1469-297X
Playing by the Many Rules: Taught Masters and Their Assessment Regulations
Shaun Le Boutillier; Harvey Woolf; Marie Stowell; Cathi Fredricks; Jo Coward; Graham Taylor-Russell
Assessment & Evaluation in Higher Education, v49 n8 p1035-1047 2024
In recent years the taught masters course has become an even more important component of the curriculum portfolio for universities in the UK and elsewhere. In the spring of 2021, the Student Assessment and Classification Working Group (SACWG) surveyed a small number of English and Welsh universities to compare assessment regulations for taught masters courses. The survey revealed substantial differences in the use and application of rules between institutions. The issue of divergence and convergence of the principles on which assessment rules are based was discussed further at a SACWG seminar that took place the following year. At this event, participants took part in a thought experiment that required them to set aside any prior application of assessment regulations and to attempt to agree on the rules for taught masters courses. These group discussions provided a high degree of openness and positivity. We discuss the results of the survey, the seminar and the experiment. We consider, also, the benefits of generating an open dialogue that aims to increase consistency of practice and understanding of the educational value of key assessment rules in higher education.
Descriptors: Foreign Countries, Degree Requirements, Evaluation, Masters Programs, Governance, Universities, Differences, Institutional Characteristics, Awards, Achievement Rating
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Wales)
Grant or Contract Numbers: N/A