Empowering examiners to develop doctoral assessment literacy: a situated learning perspective
Doctoral examiners play a pivotal role in upholding academic standards; therefore, they must be supported in their work. Drawing on situated learning theory, this paper proposes a conceptual training framework to empower examiners, particularly those participating in the PhD viva. The framework comp...
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| Format: | Article |
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Frontiers Media SA
2024
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| Online Access: | http://psasir.upm.edu.my/id/eprint/106191/ https://www.frontiersin.org/articles/10.3389/feduc.2024.1345661/full |
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| Summary: | Doctoral examiners play a pivotal role in upholding academic standards; therefore, they must be supported in their work. Drawing on situated learning theory, this paper proposes a conceptual training framework to empower examiners, particularly those participating in the PhD viva. The framework comprises three key initiatives: a professional development programme, a peer review, and an accreditation programme. The paper further highlights the potential benefits of the training initiatives and discusses implementation challenges aimed at fostering examiners’ continuous professional development, promoting a deeper understanding of assessment literacy, and maintaining the overall quality of doctoral assessment. |
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