Publications Database

Welcome to the new Schulich Peer-Reviewed Publication Database!

The database is currently in beta-testing and will be updated with more features as time goes on. In the meantime, stakeholders are free to explore our faculty’s numerous works. The left-hand panel affords the ability to search by the following:

  • Faculty Member’s Name;
  • Area of Expertise;
  • Whether the Publication is Open-Access (free for public download);
  • Journal Name; and
  • Date Range.

At present, the database covers publications from 2012 to 2020, but will extend further back in the future. In addition to listing publications, the database includes two types of impact metrics: Altmetrics and Plum. The database will be updated annually with most recent publications from our faculty.

If you have any questions or input, please don’t hesitate to get in touch.

 

Search Results

Bamber, M. (2015). "The Impact on Stakeholder Confidence of Increased Transparency in the Examination Assessment Process", Assessment and Evaluation in Higher Education, 40(3), 471-487.

View Paper

Keywords
Abstract A group of postgraduate accounting and finance students were asked to participate in a three-phase exercise: sit an unseen past examination question; mark a fully anonymised previous student solution (exemplar); and then mark their own work. The marking process was facilitated by explaining and discussing the marking guide, assessment systems and process, and grade descriptors. Levels of marking accuracy significantly improved through the phases of the exercise, demonstrating a calibration of standards. Students’ perceptions of the exercise were explored via questionnaires and focus groups. Respondents gave a strong indication that the exercise was useful and identified several learning benefits. The introduction of transparency was found to contribute towards increased stakeholder confidence in the rigour and robustness of assessment systems and processes. It also made participants less cynical about marking veracity and integrity. Another consequence of this increased transparency was that while some concerns were alleviated, others emerged. Through this exercise, students came to understand some of the difficulties assessors face when completing examination setting and marking exercises.