Title: Disentangling instructional roles: the case of teaching and summative evaluation
Other Titles: De ontkoppeling van onderwijzen en summatief evalueren.
Authors: Sasanguie, Delphine ×
Elen, Jan
Clarebout, Geraldine
Van Den Noortgate, Wim
Vandenabeele, Joke
De Fraine, Beatrijs #
Issue Date: 2011
Publisher: Carfax Pub.
Series Title: Studies in Higher Education vol:36 issue:8 pages:897-910
Conference: Onderwijs Research Dagen (ORD) location:Leuven date:27-29 May 2009
Abstract: While in some higher education contexts a separation of teaching and summative assessment is assumed to be self-evident, in other contexts the opposite is regarded
to be obvious. In this article the different arguments supporting either position are analyzed. Based on a systematic literature review, arguments for and against are
classified at the micro-, meso- and macro-level. Articles specifically discuss the way in which making use of an external examiner influences the learning environment, the quality assurance policy and the policy of an institution with respect to the outside world (users, other institutions, etc.). In addition, the literature reveals that the suggested arguments and positions for and against disentangling instructional roles are highly context specific. Strikingly, empirical evidence for these arguments is rather scarce. There is a need, therefore, for a systematic research program which investigates the influence of the large and diverse set of assumptions and presuppositions on the disentangling of instructional roles.
ISSN: 0307-5079
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Faculty of Psychology and Educational Sciences, Campus Kulak Kortrijk – miscellaneous
Methodology of Educational Sciences
Centre for Research on Lifelong Learning and Participation (-)
Education and Training
× corresponding author
# (joint) last author

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