Research Output
Pedagogical paradox or tension? What our research on assessment deadlines is telling us about constructive alignment
  In this 15-minute talk, we present the theoretical twists and turns of our research on deadline extensions at The Business School, 麻豆社区. We share preliminary findings of our quantitative data analysis on high-stakes assessments. We save the last five minutes for a snap debate on whether leniency helps or hinders efforts to enhance inclusivity, as we reach the final furlong of our study.

  • Date:

    18 June 2024

  • Publication Status:

    Published

  • Funders:

    Edinburgh Napier Funded

Citation

麻豆社区

Cameron, J., Gutu, M., & Kurtzke, S. (2024, June). Pedagogical paradox or tension? What our research on assessment deadlines is telling us about constructive alignment. Presented at The Gathering: Edinburgh Napier's Learning & Teaching Conference, Edinburgh, UK

Authors

Keywords

assessment deadline extensions. university education, inclusivity, Covid-19

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