Exploring attitudes to negotiated assessment in first-year widening participation undergraduates at an English university
This research study aimed to explore the attitudes of first-year widening participation undergraduates to the concept of negotiated assessment. Negotiated assessment is a pedagogical tool by which the student and tutor collaborate in the design or implementation of assessment. As such, the process s...
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| Format: | Article |
| Language: | English |
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The International Education Studies Association
2024-06-01
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| Series: | Educational Futures |
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| Online Access: | https://educationstudies.org.uk/?p=27123 |
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| author | Ian Fellows |
| author_facet | Ian Fellows |
| author_sort | Ian Fellows |
| collection | DOAJ |
| description | This research study aimed to explore the attitudes of first-year widening participation undergraduates to the concept of negotiated assessment. Negotiated assessment is a pedagogical tool by which the student and tutor collaborate in the design or implementation of assessment. As such, the process seeks to subvert traditional power hierarchies in the assessment process and empower students. Previous research shows that issues such as student confidence may inhibit the success of negotiated assessment, and the literature also indicates that widening participation students are generally lower in confidence than their counterparts. In exploring the attitudes of its participants, an interpretive analysis was made of the qualitative data generated from focus groups to understand better how negotiated assessment might be successfully implemented. The findings of this research include an outline of the conscious steps tutors can take to address power hierarchies, confidence issues, student diversity and – most importantly – create positive and supportive tutor/student relationships. |
| format | Article |
| id | doaj-art-b1b80e64d0db44b78de2b4c4e05bde8c |
| institution | Matheson Library |
| issn | 1758-2199 |
| language | English |
| publishDate | 2024-06-01 |
| publisher | The International Education Studies Association |
| record_format | Article |
| series | Educational Futures |
| spelling | doaj-art-b1b80e64d0db44b78de2b4c4e05bde8c2025-07-03T13:43:45ZengThe International Education Studies AssociationEducational Futures1758-21992024-06-011514677Exploring attitudes to negotiated assessment in first-year widening participation undergraduates at an English universityIan Fellows0Birmingham Newman University, UKThis research study aimed to explore the attitudes of first-year widening participation undergraduates to the concept of negotiated assessment. Negotiated assessment is a pedagogical tool by which the student and tutor collaborate in the design or implementation of assessment. As such, the process seeks to subvert traditional power hierarchies in the assessment process and empower students. Previous research shows that issues such as student confidence may inhibit the success of negotiated assessment, and the literature also indicates that widening participation students are generally lower in confidence than their counterparts. In exploring the attitudes of its participants, an interpretive analysis was made of the qualitative data generated from focus groups to understand better how negotiated assessment might be successfully implemented. The findings of this research include an outline of the conscious steps tutors can take to address power hierarchies, confidence issues, student diversity and – most importantly – create positive and supportive tutor/student relationships.https://educationstudies.org.uk/?p=27123co-creationnegotiated assessmentstudent confidencesurface and deep learningwidening participation |
| spellingShingle | Ian Fellows Exploring attitudes to negotiated assessment in first-year widening participation undergraduates at an English university Educational Futures co-creation negotiated assessment student confidence surface and deep learning widening participation |
| title | Exploring attitudes to negotiated assessment in first-year widening participation undergraduates at an English university |
| title_full | Exploring attitudes to negotiated assessment in first-year widening participation undergraduates at an English university |
| title_fullStr | Exploring attitudes to negotiated assessment in first-year widening participation undergraduates at an English university |
| title_full_unstemmed | Exploring attitudes to negotiated assessment in first-year widening participation undergraduates at an English university |
| title_short | Exploring attitudes to negotiated assessment in first-year widening participation undergraduates at an English university |
| title_sort | exploring attitudes to negotiated assessment in first year widening participation undergraduates at an english university |
| topic | co-creation negotiated assessment student confidence surface and deep learning widening participation |
| url | https://educationstudies.org.uk/?p=27123 |
| work_keys_str_mv | AT ianfellows exploringattitudestonegotiatedassessmentinfirstyearwideningparticipationundergraduatesatanenglishuniversity |