This thesis is focused on exploring marking and grading in higher education.
Using a phenomenological approach 26 interviews were undertaken with a
heterogeneous sample of health academics at four universities. The sample
included novice lecturers with two years or less experience in the academy
to those with academic careers spanning more than 20 years. Two interview
methods were utilised, Protocol Analysis (PA) and Cognitive Interviewing
(CI). Protocol Analysis enables close contact with the marking and grading,
in the moment, whilst Cognitive Interviewing is a novel method for exploring
lecturer practices in higher education. Analysis was completed by applying a
modified framework analysis to both data sets, facilitating synthesis of the
two series of research findings. A wealth of rich data was gathered which
resulted in close exploration of marking and grading practices, with the
production of corroboratory evidence for issues previously identified on these
phenomena. Close connection as an insider practitioner researcher has
enabled close exploration and the gaining of new insights into practice,
resulting in the identification of previously unexplored areas. My original
contributions to knowledge in this area are: identifying the messiness of
marking and grading and troublesome knowledge, the ‘rubric paradox’,
importance of communities of practice, dual identity of health academics,
working environments, experience recast as expertise, and using current
interview techniques (PA and CI) for supporting continuing professional development.
This thesis develops these themes suggesting ways in which they could impact
upon contemporary marking and grading practice.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/14980 |
| Date | January 2017 |
| Creators | Meddings, Fiona S. |
| Contributors | Walton, Sean, Hughes, Peter, Hardy, Maryann L. |
| Publisher | University of Bradford, School of Allied Health Professions & Midwifery Faculty of Health Studies |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Thesis, doctoral, PhD |
| Rights | <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>. |
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