The qualitative study discussed in this paper intends to address this gap in our knowledge and is part of a larger multi-site case study investigating the impact of different assessment for learning approaches in one UK university. It draws on data collected within a learning and teaching centre whose explicit aim is to engage HE staff with assessment for learning approaches through an ‘associateship’ scheme. The scheme intends to support informal learning in the workplace as well as providing formal learning opportunities. For this study semi-structured interviews are conducted with eight individual associates and eight associate teams; data collection is currently in progress. Findings from this set of interviews is contrasted with questionnaire and interview data collected from novice and established HE teachers who participated in two different taught courses about assessment. Initial findings suggest that one function of the various formal and informal learning opportunities investigated in this study is that they create opportunities for dialogue about assessment, while assessment is otherwise rarely discussed in the workplace.

The learning of higher education (HE) teachers, both novices  as well as established academics, and the impact of courses and other development activities have been increasingly researched (e.g. King 2004, Knight et al 2006, Knight 2006, Pickering 2006, Sadler 2007, Postareff et al 2007, Crawford 2008, Hanbury et al 2008). A body of research in this area has focused on the relationship between conceptions of teaching, approaches to teaching and the influence these have on student approaches to learning (for a summary see Prosser & Trigwell 1999). Courses for HE teachers and other academic development activities are therefore frequently based on the premise that in order to improve teaching practice, teachers need to be stimulated to change their conceptions from a teacher-focused to a student-focused one. However, much less is known about the kinds of influences which stimulate conceptual change and actual changes within teaching practice. Several authors highlight the importance of informal learning in the workplace (Knight et al 2006, Pickering 2006, Sadler 2007), but there is conflicting evidence about the role and impact of courses and other formal, intentional professional development activities.

Assessment is one core area of HE learning and teaching. Research into assessment as well as recent policies, such as the UK National Student Survey, have prompted initiatives aimed at enhancing HE assessment practices (McDowell et al 2007, Nicol 2007, Carless et al 2007). These tend to focus on moving teachers towards ‘assessment for learning’ conceptions and approaches (Black & Wiliam 1998, Carless et al 2006). However, few researchers have investigated the nature and processes of HE teachers’ learning about assessment, with the exception of Shannon et al (2008) who identified a dissonance between explicit personal teaching philosophies on the one hand and teachers’ accounts of assessment, marking and feedback on the other.  They also found “a collective resistance to formal training in assessment design, marking and feedback”, which casts doubts on the potential of formal development opportunities focused on assessment.

The qualitative study discussed in this paper intends to address the gap in our knowledge about the ways in which particular types of learning opportunities afford particular types of learning about assessment. It investigates HE teachers’ experiences and perceptions of an approach to teacher development whose intention is to support informal learning in the workplace as well as providing formal learning opportunities. It draws on data collected within a learning and teaching centre whose explicit aim is to engage HE staff with assessment for learning approaches. Staff within the institution (individuals or teams) can become  ‘associates’ which gives them access to 1-1 support, opportunities for informal sharing of practice, events such as workshops, reading and discussion groups and the availability of resources and funding for small and large-scale projects. The study is part of a larger multi-site case study investigating the impact of assessment for learning approaches in specific settings within one UK university, using both qualitative and quantitative data and studying assessment for learning from the student as well as the staff perspective.

For this study semi-structured interviews are conducted with eight individual associates and eight associate teams, representing a cross-section of the academic Schools and disciplinary areas in the institution. Data collection is currently in progress. Questions focus on conceptions of and learning about assessment (for learning) within the context of participants’ learning and practice development more generally. Findings from this set of interviews is contrasted with questionnaire and interview data collected from HE teachers who participated in two taught courses: a module about assessment delivered as part of a mandatory course for novice lecturers, and a module devoted to assessment for learning available as an optional professional development course to staff in the institution. Initial findings suggest that one function of the various formal and informal learning opportunities investigated in this study is that they create opportunities for dialogue about assessment, while assessment is otherwise rarely discussed in the workplace. This supports Knight et al’s (2006) finding that formal staff development affords informal conversation and collegial exchange and has a role to play when HE teachers learn to do specific jobs.