Anonymous marking, as a means to mitigate bias in grading, involves evaluating student work with their identities withheld. Anonymous marking is explored in this self-study to mitigate implicit bias, which negated a practitioner-researcher's educational values. The mixed methods action research findings show withholding student identities during…

In the media literacy literature, the challenges associated with assessment have, to a great extent, been ignored. The purpose of this mixed methods study was therefore to explore the views of media literacy scholars and professionals on assessment challenges through qualitative interviews (n = 10) with the intent of using this information to…

This article reports on an exploratory two-stage sequential mixed methods research study that investigated the views of university educators on the introduction of assessment methods other than essays, exams and dissertations within taught Masters programmes. In the first stage, interviews were conducted internationally with 45 participants and…

This paper discusses the process of analysing online discussion and argues for the merits of mixed methods. Much research of online participation and e-learning has been either message focused or person focused analysis. The former covers methodologies such as content and discourse analysis, the latter interviewing and surveys. The paper discusses…

We report on a mixed-method study that compared students' perceptions of summative assessment across two distinct disciplines--education and mathematics, at two research-intensive institutions in the UK. The disciplines chosen represent opposing positions in Biglan's classification of academic disciplines, as well as having very different…

Existing research into students' preferences for assessment methods has been developed from a restricted sample: in particular, the voice of students in the 'hard-pure sciences' has rarely been heard. We conducted a mixed method study to explore mathematics students' preferences of assessment methods. In contrast to the message from the general…

Recently identified as an academic "achievement emotion", boredom has long been implicated as a factor contributing adversely to student attainment across a diverse range of formal educational settings. Despite this, the study of boredom, particularly among students in higher education, remains a relatively neglected and underdeveloped…

The importance of formative assessment has been widely evidenced; but it has also been shown to be under threat in a higher education world of shrinking finances, increasing student numbers and decreasing student/staff ratios. How is all this formative assessment to be carried out and marked? And at the same time, how is the concept of…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…