What is it about?
This paper questions whether 'words' can be considered to be the same in different academic contexts. It does this through how key assessment terms are understood by lecturers and students and how these perceptions differ. It illustrates the need to consider such terms in their specific contexts and suggests an approach to doing this.
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Why is it important?
The paper is important because many HEIs rely on glossaries to define to students the key assessment terms they are expected to understand when they write their assignments. However, these glossaries may hinder rather than help, and what students really need is to be shown the meanings of these words in their subjects.
Perspectives
The study described in this paper opened my eyes as a support tutor to the vast range in understandings according to subject, stakeholder, level and so on with regard to key assessment terms. This then fed back into my approach with how I supported students.
Dr Nick Pilcher
Edinburgh Napier University
Read the Original
This page is a summary of: Contextualising higher education assessment task words with an ‘anti-glossary’ approach, International Journal of Qualitative Studies in Education, June 2013, Taylor & Francis,
DOI: 10.1080/09518398.2013.805443.
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