ERIC Number: EJ955037
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-2938
EISSN: N/A
Available Date: N/A
Double Standards: When an Undergraduate Dissertation Becomes the Object of Two Different Assessment Approaches
Starr-Glass, David; Ali, Tanweer
Assessment & Evaluation in Higher Education, v37 n2 p179-192 2012
Within a transnational educational programme, students residing in the Czech Republic obtain baccalaureate degrees from an accredited American college. The college has a distinctive approach towards learning, co-creation of knowledge and the use of mentors. Part of the degree assessment is an undergraduate dissertation, which serves as a capstone experience. The Czech partner instituted a policy whereby students could obtain a second local degree by, among other things, using the same dissertation. This study examines the situation confronting mentors from the American college. It considers assessment as an integral component of a constellation of educational assumptions and pedagogic values: a paradigm. It analyses the competing/conflicting, paradigms involved and discusses ways in which educational practice was reconsidered and changed to allow a single work product to be authentically and meaningfully assessed under both approaches. (Contains 1 table.)
Descriptors: Educational Philosophy, Educational Practices, Foreign Countries, Academic Standards, Theses, Undergraduate Students, Undergraduate Study, International Educational Exchange, Dual Enrollment, Institutional Cooperation, Evaluation Methods, Evaluation Problems, Educational Quality, Quality Assurance
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Czech Republic
Grant or Contract Numbers: N/A
Author Affiliations: N/A