Jennifer Boman

Using the Decoding the Disciplines Framework for Learning Across the Disciplines

Academic Development Centre, Institute for Scholarship of Teaching and Learning, Mount Royal Universit

Disciplinary approaches to assessment

Abstract Change in assessment practice in higher education tends to lag behind pedagogical change. Thinking about assessment practice is, in part, related to disciplinary thinking. In this study, 27 faculty members from a broad range of disciplines were interviewed about their conceptions of assessment to help understand the distinctions and priorities of four main categories of disciplines. We uncover why university instructors may be resistant to changes in assessment practice if they perceive them not to support their disciplinary priorities.