Skip to main content
Kent Academic Repository

Towards signature assessment and feedback practices: a taxonomy of discipline-specific elements of assessment for learning

Quinlan, Kathleen M., Pitt, Edd (2021) Towards signature assessment and feedback practices: a taxonomy of discipline-specific elements of assessment for learning. Assessment in Education: Principles, Policy and Practice, 28 (2). pp. 191-207. ISSN 0969-594X. E-ISSN 1465-329X. (doi:10.1080/0969594X.2021.1930447) (KAR id:88881)

PDF Publisher pdf
Language: English


Download this file
(PDF/888kB)
[thumbnail of 0969594X.2021.pdf]
Preview
Request a format suitable for use with assistive technology e.g. a screenreader
XML Word Processing Document (DOCX) Author's Accepted Manuscript
Language: English

Restricted to Repository staff only
Contact us about this Publication
[thumbnail of Quinlan and Pitt, commentary on special issue on assessment in the disciplines 08.04.21.docx]
Official URL:
https://www.tandfonline.com/doi/full/10.1080/09695...

Abstract

Through an extended commentary on the empirical articles in this special issue ‘Signature Assessment and Feedback Practices in the Disciplines’ we elaborate the concepts of signature assessment and signature feedback practices by developing a new taxonomy of their elements. We propose that signature assessments focus on conceptual, epistemological, social, material and/or moral dimensions of the discipline. We also propose four discipline-specific sources of feedback information, particularly highlighting what we are calling consequential feedback, which can be generated by users of disciplinary knowledge or objects. Finally, we identify three levels of feedback timings that can support students’ use of feedback information: rhythms, cycles, and spirals. Based on gaps in the literature in relation to this taxonomy, we identify areas for further empirical research that will advance understanding and application of signature assessment and signature feedback practices.

Item Type: Article
DOI/Identification number: 10.1080/0969594X.2021.1930447
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Edd Pitt
Date Deposited: 28 Jun 2021 16:06 UTC
Last Modified: 04 Mar 2024 19:16 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/88881 (The current URI for this page, for reference purposes)

University of Kent Author Information

  • Depositors only (login required):

Total unique views for this document in KAR since July 2020. For more details click on the image.