{"id":5162,"date":"2017-04-25T11:15:04","date_gmt":"2017-04-25T11:15:04","guid":{"rendered":"https:\/\/microsites.bournemouth.ac.uk\/cel\/?p=5162"},"modified":"2017-04-25T11:15:04","modified_gmt":"2017-04-25T11:15:04","slug":"special-edition-on-transforming-assessment-in-higher-education-call-for-expressions-of-interest","status":"publish","type":"post","link":"https:\/\/microsites.bournemouth.ac.uk\/flie\/2017\/04\/25\/special-edition-on-transforming-assessment-in-higher-education-call-for-expressions-of-interest\/","title":{"rendered":"Special Edition on Transforming Assessment in Higher Education *Call for Expressions of Interest*"},"content":{"rendered":"

Higher Education Pedagogies (HEP) <\/strong><\/p>\n

www.tandfonline.com\/rhep<\/a><\/p>\n

The aim of this issue is to bring together cutting edge examples of effective efforts at sustainable and manageable assessment change at programme, school\/faculty\/college and\/or institutional-level with regards to assessment and feedback. We are particularly interested on work around assessment literacy; the use of technology to support assessment practices; and enhancing student engagement through assessment.<\/p>\n

For this special edition of the journal, we are inviting expressions of interest in submitting an article in one of these forms:<\/p>\n

\u2022 Case Study research – based on empirical research in assessment feedback practice which can be discipline-specific or generic; if the research is discipline-specific an explanation of how the idea may be used beyond the immediate discipline should be clearly articulated. (4000 words)
\n\u2022 Theoretical \/ Conceptual articles on research and practice-informed frameworks that support the development of assessment feedback practises. (3000-8000 words)
\n\u2022 Research articles – longer papers, providing a clear rationale for the study within the body of published research as well as policy imperatives, an overview of the research methodology adopted, a presentation of findings (or interim findings for longer term studies still in progress), and a discussion of those findings in relation to existing knowledge. (8000 words)<\/p>\n

\u2022 Practice guides (1000-8000) words. Practice guide summary overviews (500-1000 words) for HEP and also more detailed guides for the HEA portal. These would include: the context you were working in; what you did and why; how your work is linked to the HEA assessment framework and\/or other assessment and feedback frameworks; key findings; insights for those wishing to implement what you have done; links to resources developed.<\/p>\n

Timelines
\nExpressions of interest for all the formats described above should not exceed 500 words and should give a working title, state the type of article proposed, and outline the proposed content to include:
\nThe rationale for the focus
\nMethodology \/ methods for empirical papers
\nTheoretical\/conceptual frameworks being considered
\nPreliminary findings
\nImplications for practice
\nTimelines
\n\u2022 Please submit your expression of interest to the special issue editorial team, Dr. Emma Medland (e.medland@surrey.ac.uk) and Dr Sam Elkington (Samuel.Elkington@heacademy.ac.uk) by 12 June 2017<\/p>\n

\u2022 Shortlisting of potential articles by 31 July 2017<\/p>\n

\u2022 First drafts submitted by 31 December 2017<\/p>\n

\u2022 Feedback on first drafts by 31 January 2018<\/p>\n

\u2022 Submission of final articles by 31 March 2018<\/p>\n

\u2022 Decisions by editorial panel by 31 May 2018
\nDr. Sam Elkington (Guest Special Editor)
\nDr. Emma Medland (Guest Special Editor)
\nProfessor Carol Evans (Editor in Chief)<\/p>\n

For information on Higher Education Pedagogies, see www.tandfonline.com\/toc\/rhep20\/current<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Higher Education Pedagogies (HEP) www.tandfonline.com\/rhep The aim of this issue is to bring together cutting edge examples of effective efforts at sustainable and manageable assessment change at programme, school\/faculty\/college and\/or institutional-level with regards to assessment and feedback. We are particularly interested on work around assessment literacy; the use of technology to support assessment practices; and… Read more » about Special Edition on Transforming Assessment in Higher Education *Call for Expressions of Interest*<\/span><\/a><\/p>\n","protected":false},"author":1294,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[260,326],"tags":[46,526],"class_list":["post-5162","post","type-post","status-publish","format-standard","hentry","category-assessment-and-feedback","category-research","tag-assessment-and-feedback","tag-higher-education-pedagogies"],"acf":[],"_links":{"self":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/5162","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/users\/1294"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/comments?post=5162"}],"version-history":[{"count":1,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/5162\/revisions"}],"predecessor-version":[{"id":5163,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/5162\/revisions\/5163"}],"wp:attachment":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media?parent=5162"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/categories?post=5162"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/tags?post=5162"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}