Golding, Jennie;
(2024)
Academics engaging in formative peer assessment of reflective scholarly accounts of doctoral supervision.
In: Hatzipanagos, S and Pachler, N, (eds.)
Proceedings of the 18th Research in Distance Education Conference (RIDE 2024).
Research in Distance Education Conference (RIDE): London, UK.
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Abstract
I focus on the formative peer assessment of reflective scholarly accounts of doctoral supervision, undertaken as part of three iterations of an online supervisor collaboration developed using design research. Participants were academics in the United Kingdom and in southern Africa. Common opportunities and challenges were identified, but also some differential responses that underline the deeply contextualised and culturally-infused nature of academics’ skill and knowledge sets and their peer interactions. Such processes therefore require context-responsive and culturally sensitive facilitation. The paper contributes to the literatures around comparative academic development, as well as of distance formative assessment.
| Type: | Proceedings paper |
|---|---|
| Title: | Academics engaging in formative peer assessment of reflective scholarly accounts of doctoral supervision |
| Event: | RIDE 2024: Learning anything, everywhere but how? |
| Dates: | 14 Mar 2024 - 15 Mar 2024 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.london.ac.uk/news-events/events/ride-2... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | formative peer assessment, supervision, critical reflection, comparative study, southern Africa |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10201201 |
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