Double standards: when an undergraduate dissertation becomes the object of two different assessment approaches |
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| Authors: | David Starr‐Glass Tanweer Ali |
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| Institution: | Center for International Programs, Empire State College , State University of New York , Two Union Avenue, Saratoga Springs , NY , 12866 , USA |
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| Abstract: | Within a transnational educational programme, students residing in the Czech Republic obtain baccalaureate degrees from an accredited American college. The college has a distinctive approach towards learning, co‐creation of knowledge and the use of mentors. Part of the degree assessment is an undergraduate dissertation, which serves as a capstone experience. The Czech partner instituted a policy whereby students could obtain a second local degree by, among other things, using the same dissertation. This study examines the situation confronting mentors from the American college. It considers assessment as an integral component of a constellation of educational assumptions and pedagogic values: a paradigm. It analyses the competing/conflicting, paradigms involved and discusses ways in which educational practice was reconsidered and changed to allow a single work product to be authentically and meaningfully assessed under both approaches. |
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| Keywords: | assessment paradigms comparison capstone external examiner transnational education |
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