Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/24041
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dc.contributor.authorWatson, Cateen_UK
dc.contributor.authorWilson, Annaen_UK
dc.contributor.authorDrew, Valerieen_UK
dc.contributor.authorThompson, Terrie Lynnen_UK
dc.date.accessioned2017-09-14T23:00:02Z-
dc.date.available2017-09-14T23:00:02Zen_UK
dc.date.issued2017en_UK
dc.identifier.urihttp://hdl.handle.net/1893/24041-
dc.description.abstractIn this paper we present an in-depth case study of a single student who failed an online module which formed part of a masters programme in Professional Education and Leadership. We use this case study to examine assessment practices in higher education in the online environment. In taking this approach we go against the current predilection for Big Data which has given rise to ‘learning analytics’, a data-intensive approach to monitoring learning. In particular we draw attention to the model of the learner produced by learning analytics and to issues of ‘dataveillance’ in online learning. We also use the case to examine assessment in higher education more broadly, exploring the tensions between the requirements for certification and the need for learning. We conclude that assessment practices in higher education may have more to do with ‘quality assurance’ and regulatory frameworks than with ‘enhancing the student experience’ and inculcating the qualities that mark out higher education as an ethical project.en_UK
dc.language.isoenen_UK
dc.publisherTaylor and Francisen_UK
dc.relationWatson C, Wilson A, Drew V & Thompson TL (2017) Small data, online learning and assessment practices in higher education: a case study of failure?. Assessment and Evaluation in Higher Education, 42 (7), pp. 1030-1045. https://doi.org/10.1080/02602938.2016.1223834en_UK
dc.rightsThis item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Assessment & Evaluation in Higher Education on 25 Aug 2016, available online: http://www.tandfonline.com/10.1080/02602938.2016.1223834.en_UK
dc.subjectFuture-oriented learningen_UK
dc.subjectLearning Analyticsen_UK
dc.subjectprofessional learningen_UK
dc.subjectteaching excellence framework (TEF)en_UK
dc.titleSmall data, online learning and assessment practices in higher education: a case study of failure?en_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2018-02-26en_UK
dc.rights.embargoreason[SmallDataFinalRevised.pdf] Publisher requires embargo of 18 months after formal publication.en_UK
dc.identifier.doi10.1080/02602938.2016.1223834en_UK
dc.citation.jtitleAssessment and Evaluation in Higher Educationen_UK
dc.citation.issn1469-297Xen_UK
dc.citation.issn0260-2938en_UK
dc.citation.volume42en_UK
dc.citation.issue7en_UK
dc.citation.spage1030en_UK
dc.citation.epage1045en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.author.emailcate.watson@stir.ac.uken_UK
dc.citation.date25/08/2016en_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.isiWOS:000408778600002en_UK
dc.identifier.scopusid2-s2.0-84983488669en_UK
dc.identifier.wtid552966en_UK
dc.contributor.orcid0000-0003-1807-6460en_UK
dc.contributor.orcid0000-0001-6928-1689en_UK
dc.contributor.orcid0000-0003-3449-6174en_UK
dc.contributor.orcid0000-0002-8166-3791en_UK
dc.date.accepted2016-08-05en_UK
dc.date.filedepositdate2016-08-16en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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