BLOG POST A genre theory informed dynamic assessment approach offers higher education students individualised support with academic writing and conceptual development. by Dr Prithvi Shrestha Academic writing is the main mode of meaning making and student assessment in higher education. Although many students may join higher education with required academic writing expertise, others seem to find it challenging.
National student satisfaction (Office for Students, 2020) in the UK higher education is quite low regarding assessment and feedback. A theory driven assessment approach may help address the issue. Drawing on my research reported in my recent book (Shrestha, 2020), in this blog, I share how a theory-based assessment approach combined with a genre theory can be used to support our first year students with their disciplinary writing, and thus have an impact on student satisfaction across higher education.* *continue reading by clicking on 'Read More' below |