Has anyone read the reading? Using assessment to promote academic literacies and learning cultures

David SALTMARSH, Sue Okerson SALTMARSH

Research output: Contribution to journalArticles

30 Citations (Scopus)

Abstract

This paper reports on the theoretical and political rationale for an assessment strategy designed to support the development of academic literacies and learning cultures amongst undergraduate and postgraduate education students in one metropolitan and one regional university in Australia. The 'Critical Review' is an integrated assessment task that aims to promote a student culture of learning preparedness, critical thinking, scholarly writing and educational ethics by equipping students with both content-specific knowledges and generalisable skills and orientations to academic learning. The Critical Review is both formative and summative in purpose, with primary emphasis given to its usefulness to individual students across a diversity of learning environments and assessment modalities, as well as its importance to enhancing institutional learning cultures. The flexibility of the assessment design is readily incorporated into a range of course structures, and adapts readily to studies in a variety of disciplinary fields. Copyright © 2008 Taylor & Francis.
Original languageEnglish
Pages (from-to)621-632
JournalTeaching in Higher Education
Volume13
Issue number6
Early online dateNov 2008
DOIs
Publication statusPublished - 2008

Citation

Saltmarsh, D., & Saltmarsh, S. (2008). Has anyone read the reading? Using assessment to promote academic literacies and learning cultures. Teaching in Higher Education, 13(6), 621-632. doi: 10.1080/13562510802452343

Keywords

  • Critical review
  • Assessment
  • Teacher education
  • Higher education
  • Academic literacy

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