A scaffolding framework for dialogicality, or: reanimating assessment terms with dialogue through an anti glossary approach

This presentation was delivered at the joint HEA/UKCISA Internationalisation of Pedagogy and Curriculum in Higher Education Conference that took place at the University of Warwick on 16th and 17th June 2011.

This session presented and explored the results from an Edinburgh Napier University Teaching Fellow funded project.

The project used three staged focus groups to investigate perceptions of key assessment terms such as discuss, interpret and critically evaluate. The terms were looked at from the perspectives of four groups: UK direct entrant students, UK lecturers, Chinese students, and Chinese background UK lecturers. Although there was some agreement, perceptions differed greatly in different cultures and subjects, and by different people. In fact, one-size fits all Study Skills guides glossaries differ greatly from the reality of the use of these terms, what these four groups understood them to mean and what the expectations of them was.

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