Dr Maddalena Taras
PhD "Assessment: theorising practice or practising theory?"
MA Applied Linguistics, University of Essex
MPhil Italian: Diplôme d'Etudes Approfondies de la Renaissance dans les Pays de Langues Romanes Domaine Italien, Université de Paris VIII, Vincennes
Post Graduate Teaching Diploma French: Diplôme de Méthodologie de l'Enseignement d'une Langue Etrangère Option Français, Université de Paris VIII, Vincennes
MA Italian (distinction): Maîtrise d'Enseignement, Italien (Mention Très Bien), Université de Paris VIII, Vincennes
BA Italian: Licence d'Enseignement, Italien, Université de Paris VIII, Vincennes
Certificate in Education (main subject, English)
Senior Lecturer
Location:
Forster Building, City Campus
Phone: 0191 5152910 / 3192 / 2395 / 2201
Email:
maddalena.taras@sunderland.ac.uk
Research Interests
My research expertise is in the field of assessment.There are six distinct areas of original and innovative expertise and publications in assessment which cover a wide spectrum of assessment issues:
1. a) Developing an original self-assessment model for student learning and inclusion in assessment which integrates own, peer and tutor feedback
b) Examining different models and processes of self-assessment and issues of power
2. Developing an original theoretical process model of assessment linking summative, formative and self-assessment
3. Developing and evaluating assessment theories and practices within and across sectors
4. Critiquing and researching institutional discrepancies and contradictions in assessment practices and discourses both in higher education, the compulsory sector and across sectors;
5. Examining constraints from language, culture and power impacting on assessment perceptions and practices
6. Critiquing the `Assessment for Learning' paradigm, particularly the theoretical framework
Selected Publications
2010 Back to Basics: definitions and models of Student Self-assessment, G. Perez-Bustamente, K. Phusavat, F. Ferreira (Eds) Teaching and Learning. IASK. 485-493.
2010 Back to Basics: definitions and processes of assessments, Revista Práxis Educativa, 5(2) 123-130. Commissioned (Portuguese/English)
2010 Book reviews, British Educational Research Journal, 36(5), 14 19.
Dylan Wiliam (2009) Assessment for Learning: Why, What and How, Institute of Education.
2010 Assessment for Learning: Assessing the Theory and Evidence, Procedia Social and Behavioural Sciences, 2(2) Elsevier Publishing Ltd. 3015-3022
2010 Student Self-assessment: process/consequences, Teaching in HE 15(2) 199-213.
2009 Summative Assessment: The Missing Link for Formative Assessment Journal of Further and Higher Education 33(1) 57¿69.
2009 Book reviews, British Educational Research Journal, 35(3), 490-492.
Testing times: The uses and abuses of assessment Stobart, G. (2008) NY/London: Routledge.
Balancing Dilemmas in Assessment and Learning in Contemporary Education Havnes, A. and McDowell, L. (Eds) (2008) NY/London/Routledge.
2009 Student self-assessment: a springboard for future learning development, Proceedings 1st International Conference: Educational Research for Development, Addis Ababa University.
2008 Assessment for learning: sectarian divisions of terminology and concepts Journal of Further and Higher Education 32(4) 389-397.
2008 Summative and Formative Assessment: perceptions and realities Active Learning in HE 9(2) 172-192.
2008 Issues of power and equity in two models of self assessment, Teaching in HE 13(1) 81-92.
2007 Assessment for Learning: understanding theory to improve practice Journal of Further and Higher Education 31(4) 363-371.
2007 Machinations of Assessment: Metaphors, Myths and Realities, Pedagogy, Culture and Society, 15(1) 55-69.
2007 Terminal Terminology: the language of assessment, Reiss, M., Hayes, R. and Atkinson, A. (Eds.) Marginality and Difference in Education and Beyond, Trentham Books.
2006 Do Unto Others or Not; equity in feedback for undergraduates, Assessment and Evaluation in HE, 31(4) 363-375.
2006 Debate, discussion and declarations in RI Research Intelligence, 97, 15-17.
2005 Assessment ¿ Summative and Formative ¿ some theoretical reflections, British Journal of Educational Studies, 53(3) 466-478.
2003 To Feedback or Not to Feedback in Student Self-assessment, Assessment and Evaluation in HE, 28(5) 549-565.
2002 Using Assessment for Learning and Learning from Assessment, Assessment and Evaluation in HE, 27(6) 501-510
2001 The use of Tutor Feedback and Student Self-assessment in Summative Assessment Tasks: Towards Transparency for Students and for Tutors, Assessment and Evaluation in HE, 26(6) 606-614.
1999 Student Self-assessment as a Means of Promoting Student Autonomy and Independence, Taras (Ed.) Innovations in Learning and Teaching: Teaching Fellowships.
Selected Presentations
2011 Vitae Yorkshire/NE Hub Public Engagement (1/16 over 100 entries) Durham Town Hall.How can assessment help us to learn?
2011 3 Rivers Consortium Learning and Teaching Conference
What does providing helpful feedback to students mean in HE?
2010 International Conference T&L, Seville
Back to Basics: Definitions and Models of Self-assessment
2010 3rd PRHE Liverpool Hope Research-teaching linkages to enhance learning
Assessment: differences across sectors in theory, definitions and practice
2010 Invited to Pedagogical Action Research Seminar, Liverpool Hope
Why Research Assessment?
2010 WCES, Istanbul. Full paper, Assessment for Learning: Assessing the Theory and Evidence
2009 EERA Theory and Evidence in European Educational Research, Vienna, Assessment Theory and Metaphor
2009 16th International Conference on Learning, Barcelona
Metaphors of Learning and Pedagogy
2009 International Conference on Educational Research for Development Addis Ababa University
Full paper: Student self-assessment: a springboard for future learning development
2009 Discourse, Power, Resistance Conference 8, Manchester
Metaphors of Education: power potentials and problems
2008 EERA, Gothenberg University: From Teaching to Learning,
Between Teaching & Learning, Assessment is the Road, not the Hurdle
2008 BERA Herriot Watt
Learning, teaching and assessing: using discourse to understand our practices
2008 2nd PRHE Liverpool Hope, Curriculum Change for Learning
Changing Realities: fact or fiction
2008 Discourse, Power, Resistance Conference 7, Manchester
Resisting resistance and maintaining the status quo: self-assessment
2007 AARE Conference Fremantle,
Assessing Assessment: linking theory, practice and empirical research.
2007 14th International Conference on Learning, Johannesburg,
Assessing Assessment: consequences of theories on practice
60 minute workshop
2007 Invited: expert facilitator, REAP International Online-Conference: Assessment Design for Learner Responsibility
2007 Discourse, Power, Resistance Conference 6, Manchester.
Using metaphor to challenge perceived truths on assessment
2006 SRHE, Brighton
Assessing Assessment: sectarian divisions
2006 BERA Warwick University
Self-assessment: for learning, autonomy, power or fear?
2006 HE Academy Nottingham University
Assessing Assessment: Sectarian Divisions
2006 HE Research Network, Sheffield Hallam University
Assessment for Autonomy and Learning:
what different models of self-assessment provide
2006 2nd PRHE, Liverpool Hope
Assessing Assessment: theories to assess by
2005 Invited Wolverhampton University
Helping ourselves to helping students: self-assessment f
2005 BERA Glamorgan University
Assessment: summative, formative and self-assessment
2005 Academic Conference, Sunderland University
Understanding summative and formative assessment and how they can support each other
2005 Discourses of Difference, Institute of Education
Challenging the status quo: Summative and Formative Assessment - perceptions and realities
2005 Discourses of Difference, Institute of Education
Metaphors of Assessment
2004 BERA Conference at UMIST Manchester. Do unto others as we are done by? Lecturers use expert feedback on research articles, why not likewise undergraduates on assessed work?
2004 Invited to present at the Conference, Discourse Power Resistance in Education: Global Issues, Local Solutions, University of Plymouth. Assessment: political tool, social sorter, quality nightmare, learning dream. What are the Choices and Legacies?
