Staff Profile

Prof Margaret Price

Professor of Teaching and Learning
National Teaching Fellow

Department of Business and Management

Location:  N413, Wheatley

Telephone:  +44 (0) 1865 485944

E-mail:  meprice@brookes.ac.uk


 About Margaret

Margaret is a Professor with expertise in assessment and feedback for students and leads the ASKe Pedagogy Research Centre. She is a researcher with strong roots in the practice of teaching and assessment and was awarded a National Teaching Fellowship in June 2002 in recognition of her excellence in teaching and contribution to the development of learning, teaching and assessment in Higher Education.

In 2005, HEFCE awarded funding for the ASKe Centre for Excellence in Teaching and Learning following a bid that drew strongly on a body of work developed by Margaret and a small group of colleagues around the nature of assessment standards and student learning. This has led to a focus on Assessment Literacy, the subject of a book [http://www.brookes.ac.uk/services/ocsld/books/assessment_literacy.html] recently published written by Margaret and colleagues.

She is also known for her work on assessment feedback for students having developed and led research projects and initiatives to take fresh perspectives on how to make feedback more effective and valued. One output of this work is an edited collection [http://www.routledge.com/books/details/9780415692359/] produced, with colleagues, on reconceptualising feedback.

Margaret is involved in a wide range of research and development of practice projects at a national and international level. For example: she is working with The Higher Education Academy to develop and pilot ‘A Marked Improvement: Transforming assessment in higher education' initiative that is based on the ASKe Assessment Standards Manifesto [http://www.heacademy.ac.uk/resources/detail/assessment/a-marked-improvement]; she has been a visiting scholar at University of Sydney and Hong Kong University; and she is an advisor on projects at institutions in Scandinavia and the UK. She seeks to encourage innovation and foster evidence-based assessment practice within the HE sector.

 Research

Margaret has been researching learning, assessment and feedback processes since the early 1990s when the focus was on innovation in her own practice. She now leads an internationally renowned and respected pedagogy research centre ASKe (www.brookes.ac.uk/aske) which is at the forefront of developing and investigating new ideas on how to support improvement in student learning. Her research has had impact on practice and policy through, for example, evidence to a select committee, national and institutional initiatives and resources directed at the busy academic as well as numerous keynotes and workshops.

Margaret has published on peer support for learning; criterion referenced assessment; assessment standards (their nature and how they are shared); student engagement with assessment feedback, assessment literacy. She is currently working on projects concerned with use of standards by external examiners.

She is continuing work on assessment literacy and assessment standards (related to external examining) and is involved in projects looking at embedding the Principles of Responsible Management education in curricula and programme focused assessment.

 Journal articles

  • Hudson, J., Bloxham, S., den Outer, B. and Price, M. (2015) 'Conceptual acrobatics: talking about assessment standards in the transparency era', Studies in Higher Education, vol. , no. , pp. , January, ISSN 0307-5079.

  • Bloxham, S., den Outer, B., Hudson, J. and Price, M. (2015) 'Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria', Assessment & Evaluation in Higher Education, vol. , no. , pp. , January, ISSN 0260-2938.

  • Bloxham, S. and Price, M. (2013) 'External examining: fit for purpose?', Studies in Higher Education, vol. , no. , pp. , September, ISSN 0307-5079.

  • Handley, K., Outer, B. d. and Price, M. (2012) 'Learning to mark: exemplars, dialogue and participation in assessment communities', Higher Education Research and Development, vol. , no. , pp. , January, ISSN 0729-4360.

  • Outer, B. d., Handley, K. and Price, M. (2012) 'Situational analysis and mapping for use in education research: a reflexive methodology?', Studies in Higher Education, vol. 38, no. 10, pp. 1504-1521, January, ISSN 0307-5079.

  • Price, M. (2012) 'Putting students in the driving seat. Is it safe to remove the L-plates', Enhancing Learning in Social Sciences, vol. 4, no. 1, pp. , January, ISSN 1756-848X.

  • Bell, A., Mladenovic, R. and Price, M. (2012) 'Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars', Assessment & Evaluation in Higher Education, vol. , no. , pp. , January, ISSN 0260-2938.

  • Price, M., Handley, K. and Millar, J. (2011) 'Feedback - focussing attention on engagement', Studies in Higher Education, vol. 36, no. 8, pp. 879-896, December, ISSN 0307-5079.

  • Handley, K., Price, M. and Millar, J. (2011) 'Student engagement with assessment feedback: building a research agenda', Oxford Review of Education, vol. 37, no. 4, pp. 543-560, January, ISSN 0305-4985.

  • Price, M., Carroll, J., O'Donovan, B. and Rust, C. (2010) ''If I was going there I wouldn't start from here: a critical commentary on current assessment practices', Assessment & Evaluation in Higher Education, vol. , no. , pp. , April, ISSN 0260-2938.

  • Price, M., Handley, K., Millar, J. and O'Donovan, B. (2010) 'Feedback all that effort but what is the effect?', Assessment & Evaluation in Higher Education, vol. 35, no. 3, pp. 277-289, January, ISSN 0260-2938.

  • O'Donovan, B., Price, M. and Rust, C. (2008) 'Developing student understanding of assessment standards: a nested hierarchy of approaches', Teaching in Higher Education, vol. 13, no. 2, pp. 205-217, January, ISSN 1356-2517.

  • Price, M. (2007) 'Should we be giving less written feedback?', Centre for Bioscience Bulletin, vol. 22, no. , pp. , September, .

  • Price, M., O'Donovan, B. and Rust, C. (2007) 'Putting a social-constructivist assessment process model into practice: Building the feedback loop into the assessment process through peer-feedback', Innovations in Education and Teaching International, vol. 44, no. 2, pp. 143-152, January, ISSN 1470-3297.

  • O'Donovan, B., Rust, C., Price, M. and Carroll, J. (2006) 'Staying the distance: the unfolding story of discovery and development through long-term collaborative research into assessment', Brookes e-learning Journal of Learning and Teaching, vol. 1, no. 4, pp. 1-4, October, ISSN 1744-7747.

  • Rust, C., Price, M. and O'Donovan, B. (2005) 'A social constructivist assessment process model: how the research literature shows us that this should be best practice', Assessment & Evaluation in Higher Education, vol. 30, no. 3, pp. 231-240, June, ISSN 0260-2938.

  • Price, M. (2005) 'Assessment standards: The role of communities of practice and the scholarship of assessment', Assessment & Evaluation in Higher Education, vol. 30, no. 3, pp. 217-232, June, ISSN 0260-2938.

  • Price, M. (2004) 'It's common practice in Business!', Teaching News, vol. , no. , pp. , September, .

  • O'Donovan, B., Price, M. and Rust, C. (2004) 'Know what I mean? Enhancing student understanding of assessment standards and criteria.', Teaching in Higher Education, vol. 9, no. 3, pp. 325-336, July, ISSN 1356-2517.

  • Price, M. and Feehily, J. (2004) 'A view from the bridge: tensions between practical and theoretical perspectives in vocational programme development', Brookes e-learning Journal of Learning and Teaching, vol. 1, no. 1, pp. , January, ISSN 1744-7747.

  • Price, M. (2003) 'Can you only assess interdisciplinarity within an interdisciplinary subject?', Teaching News, vol. , no. , pp. , September, .

  • Rust, C., Price, M. and O'Donovan, B. (2003) 'Improving students' learning by developing their understanding of assessment criteria and processes', Assessment and Evaluation in Higher Education, vol. 28, no. 2, pp. 147-164, March, ISSN 0260-2938.

  • O'Donovan, B., Price, M. and Rust, C. (2001) 'The student experience of the introduction of a common criteria assessment grid across an academic department', Innovations in Education and Teaching International, vol. 38, no. 1, pp. 74-85, January, ISSN 1470-3297.

  • Price, M. and Rust, C. (1999) 'The experience of introducing a common criteria assessment grid across an academic department', Quality in Higher Education, vol. 5, no. 2, pp. 133-144, July, ISSN 1353-8322.

  •  Other publications including books, book chapters and reports

  • Price, M., Rust, R., O'Donovan, B., Handley, K. and Bryant, R. (2012) 'Assessment literacy: The Foundation for Improving Student Learning', , OCSLD: Oxford, .

  • Price, M. (2011) 'Review of 'Testing Times: the uses and abuses of assessment'', by , in Assessment in Education - principles, policy and practice, vol. 17, no. 3, pp. 335-337, January, ISSN 0969-594X.

  • Price, M. and O'Donovan, B. (2006) 'Clarifying Assessment Criteria and Standards', in Bryan, C. and Clegg, S., ed. ', , Innovative Assessment in Higher Education, pp. 100-109, Routledge: : New York, ISBN 0415-35642-3.

  • Price, M. (2003) 'Misunderstood? Try a more positive approach, Ed., Times Higher Education Supplement: , vol. , no. , pp. , December, .

  • Price, M. (2003) 'Is an assessment strategy essential?, Ed., Exchange: , vol. 4, no. No, pp. 14-15, January, .

  • O'Donovan, B., Price, M. and Rust, C. (2002) 'Chasing common assessment standards, Ed., Oxford Brookes University Teaching Forum: , vol. , no. 50, pp. 12-13, January, .

  • Price, M. (2002) 'Marking, marks and awards, Ed., LINK: , vol. , no. 5, pp. 3-5, January, .

  •  Conferences

  • den Outer, B. and Price, M. (2015) 'Discourses of assessment: learning from language to develop assessment literacy'. Paper presented at the Society for Research into Higher Education conference, Newport, December.

  • Outer, B. d. and Price, M. (2012) 'Assessment literacy in university students: what is it and how is it developed?'. Paper presented at the European Association for Research on Learning and Instruction Conference, Brussels, August.

  • Price, M. (2012) 'Reconceptualising Feedback in Higher Education'. Paper presented at the European Association for Research on Learning and Instruction Conference, Brussels, August.

  • Price, M., O'Donovan, B., Rust, C. and Handley, K. (2012) 'Feedback: an agenda for change'. Paper presented at the European Association for Research on Learning and Instruction Conference, Brussels, August.

  • Price, M., O'Donovan, B., Rust, C., Handley, K. and Outer, B. d. (2012) 'Assessment literacy – a perspective on the student role in assessment for learning'. Paper presented at the European Association for Research on Learning and Instruction Conference, Brussels, August.

  • Price, M., Handley, K. and Outer, B. d. (2012) 'Learning to mark: exemplars, dialogue and participation in assessment communities'. Paper presented at the European Association for Research on Learning and Instruction Conference, Brussels, August.

  • Bell, A., Mladenovic, R. and Price, M. (2012) 'Improving learning outcomes through effective assessment: benefits of grade descriptors, marking guides and exemplars'. Paper presented at the 5th Annual American Accounting Association AAA Conference on Teaching and Learning in Accounting, Washington DC, August.

  • Morosanu, L., Millar, J. and Price, M. (2012) '“Good” and “Bad” Feedback: Content, Discontent and the Contingent Value of Feedback'. Paper presented at the JURE (Junior Educational Researchers, European Association for Research on Learning and Instruction) conference, Regensburg, Germany, July.

  • Outer, B. d. and Price, M. (2011) 'Assessment literacy in academic communities: what is it and how can it be developed?'. Paper presented at the Society for Research into Higher Education, Newport, December.

  • Price, M., O'Donovan, B. and Morosanu, L. (2011) ''Between Tactics and Devotion: The Role of Students’ ‘Positionality’ on Their Learning Relationships and Approaches to Assessment and Feedback'. Paper presented at the 'Transforming the Academy Through the Theory and Practice of SOTL, Milwaukee, Wisconsin, October.

  • O'Donovan, B. and Price, M. (2011) ''Looking over the fence': a study of the impact of student and staff working partnerships on student involvement and bridging communities'. Paper presented at the ISSOTL, Milwaukee, Wisconsin, October.

  • Bloxham, S. and Price, M. (2011) 'Academic standards in external examining: challenging assumptions underpinning public and professional discourse'. Paper presented at the British Education Research Association conference, London, September.

  • Price, M. and Outer, B. d. (2011) 'Investigating assessment literacy in Oxford Brookes University's learning communities: what is it and how can it be developed?'. Paper presented at the Brookes Learning & Teaching Conference, Oxford, June.

  • Price, M., O'Donovan, B. and Hudson, J. (2010) 'Using dialogic, face-to-face feedback initiatives to improve student engagement'. Paper presented at the International Society for the Scholarship of Learning and Teaching conference, Liverpool, October.

  • Price, M., Handley, K., O'Donovan, B. and Rust, C. (2010) 'The assessment manifesto and feedback agenda for change: attempting to change assessment practices in the UK presented within symposium'. Paper presented at the EARLI/Northumbria Assessment Conference, Newcastle, September.

  • Price, M., O'Donovan, B., Rust, C. and Handley, K. (2010) 'Manifestos, declarations, propositions and position papers: attempting national change and possibly even more.'. Paper presented at the EARLI/Northumbria Assessment Conference, Northumberland, September.

  • Outer, B. d., Handley, K. and Price, M. (2010) 'Staff, Standards and Situation: Using situational analysis as method of inquiry on tutor experiences of assessment standards in higher education'. Paper presented at the Higher Education Close-up 5: Questioning Theory-Method Relations in Higher Education, Lancaster University, July.

  • Handley, K. and Price, M. (2009) 'Re-thinking the meaning of feedback: a 'gift' to the student, or a relational and dialogic process?'. Paper presented at the Annual conference of the Society for Research into Higher Education, Newport, December.

  • Price, M., O'Donovan, B. and Rust, C. (2009) 'Assessment Standards: A manifesto for Change'. Paper presented at the Improving Student Learning Conference, London, September.

  • Handley, K., Price, M. and Millar, J. (2009) 'Engaging students with assessments: going beyond module-level interventions'. Paper presented at the EARLI (European Association for Research on Learning and Instruction), Amsterdam, August.

  • Price, M. (2008) 'The way forward for assessment and feedback'. Paper presented at the Learning and Teaching Conference, Sunderland University, September.

  • Price, M., O'Donovan, B. and Handley, K. (2008) 'Feedback: All that effort but what is the effect?'. Paper presented at the Fourth EARLI/Northumbria Assessment Conference: Challenging Assessment, Berlin, August.

  • Price, M. and O'Donovan, B. (2008) 'Assessment standards: a manifesto for change'. Paper presented at the Higher Education Academy Annual Conference: Transforming the Student Experience, Harrogate, July.

  • Price, M. (2008) 'Assessment standards: a manifesto for change'. Paper presented at the Special Interest Group: Assessment for Practitioners, York, June.

  • Price, M. and O'Donovan, B. (2008) 'Effective feedback and implications for practice'. Paper presented at the Brookes Student Learning Experience Conference, Oxford Brookes University, May.

  • Price, M. and O'Donovan, B. (2008) 'Assessment standards: a manifesto for change'. Paper presented at the Brookes Student Learning Experience Conference, Oxford Brookes University, May.

  • O'Donovan, B. and Price, M. (2007) 'Learning in Higher Education: Development or instrumental'. Paper presented at the 15th Improving Student Learning Symposium, Dublin, Ireland, September.

  • Price, M. and O'Donovan, B. (2007) 'If I was going there I wouldn't start from here: Teaching students how to think rather than what to think'. Paper presented at the 15th Improving Student Learning Symposium, Dublin, Ireland, September.

  • O'Donovan, B. and Price, M. (2007) 'The intellectual development of students: Implications for learning, teaching and assessment'. Paper presented at the ISSOTL 4th Annual Conference, Sydney, Australia, July.

  • Price, M. and O'Donovan, B. (2007) 'Building community: Engaging students within a disciplinary community of practice'. Paper presented at the ISSOTL 4th Annual Conference, Sydney, Australia, July.

  • Price, M. and O'Donovan, B. (2007) 'Making meaning out of assessment feedback - getting more than the message'. Paper presented at the HERDSA Annual Conference - Enhancing higher education, theory and scholarship, Adelaide, Australia, July.

  • Price, M. (2007) 'Assessment and feedback'. Paper presented at the Association of Business Schools Learning and Teaching Conference, Birmingham, June.

  • Price, M. (2007) 'Student input to assessment design and strategy'. Paper presented at the HE Academy Panel Session Member at REAP (Re-engineering Assessment Practices) International On-line Conference, Place, May.

  • Price, M. (2007) 'Assessment - what is the answer?'. Paper presented at the Business, Management, Accounting and Finance Subject Network Annual Conference, Birmingham, April.

  • Price, M. (2007) 'Students supporting students'. Paper presented at the HEA Academy Assessment Conference, London, March.

  • Price, M. (2004) 'Good practice in assessment'. Paper presented at the British Society of Immunology Congress, Place, December.

  • Price, M. (2004) 'Increasing student satisfaction'. Paper presented at the UUK conference: Managing Student Satisfaction, London, November.

  • Price, M., O'Donovan, B. and Rust, C. (2004) 'Social construction of assessment feedback'. Paper presented at the 12th International Improving Student Learning Symposium, Birmingham, September.

  • Rust, C., Price, M. and O'Donovan, B. (2004) 'Attempting to put a social constructivist process model of assessment into practice'. Paper presented at the 12th International Improving Student Learning Symposium, Birmingham, September.

  • Price, M., O'Donovan, B. and Rust, C. (2004) 'Attempting to put a social-constructivist process model of assessment into practice'. Paper presented at the HERDSA Annual Conference: Transforming Knowledge into Wisdom: Holistic Approaches to Teaching and Learning, Miri, Sarowak, July.

  • Price, M., O'Donovan, B. and Rust, C. (2004) 'Orientating students into the assessment process through peer review and feedback'. Paper presented at the Second Biannual Joint Northumbria/Earli Sig Assessment Conference, Bergen, Norway, June.

  • Price, M. (2004) 'Feedback - a part of the assessment jigsaw'. Paper presented at the Analysing and Extending Assessment Practice: A Peer Critique. A FAST FDTL Project Workshop, RIBA, London, June.

  • Price, M. (2004) 'Feedback-time, effort and effectiveness'. Paper presented at the Management and Quality Issues in Assessment Conference, Nottingham Trent University, January.

  • Price, M. (2003) 'A strategic approach to assessment in the context of widening participation'. Paper presented at the 9th SACWG Workshop, Place, November.

  • Price, M. (2003) 'Creative and innovative assessment: its contribution to strategic objectives'. Paper presented at the Creative Assessment LTSN BEST Workshop, Place, November.

  • Price, M. (2003) 'Transparent assessment and quality feedback'. Paper presented at the Managing Student Complaints: Prevention and Early Resolution, Place, November.

  • Price, M. (2003) 'Trying to achieve coherence: aspects and dimensions of assessment strategy'. Paper presented at the Annual TQEF Conference into the Academy: Collaborating for the Future, Place, November.

  • Price, M., O'Donovan, B. and Rust, C. (2003) 'Engaging students with feedback'. Paper presented at the 11th International Improving Student Learning Symposium, Hinckley, September.

  • Price, M. and O'Donovan, B. (2003) '"Coming to know": aligning meaningful knowledge of assessment standards and criteria between staff and students'. Paper presented at the American Association for Higher Education Assessment Conference, Seattle, June.

  • Price, M. (2002) 'Consistency in marking'. Paper presented at the Annual CHME Conference, Place, November.

  • Price, M., Rust, C. and O'Donovan, B. (2002) 'Enhancing student understanding of assessment standards and criteria: results of a three year study'. Paper presented at the Institute for the Advancement of University Learning Seminar Series, University of Oxford, November.

  • Price, M. (2002) 'Marking standards and consistency'. Paper presented at the LTSN Conference for Hospitality, Leisure, Sport and Tourism, Place, September.

  • Price, M., O'Donovan, B. and Rust, C. (2002) 'Minor interventions can have major effects on student learning: results of a three year study'. Paper presented at the 10th International Improving Student Learning Symposium, Brussels, September.

  • Price, M., Rust, C. and O'Donovan, B. (2002) 'Actively engaging students with their assessment feedback: how can we apply a constructivist approach to students' learning from staff feedback?'. Paper presented at the Annual HERDSA Conference, Perth, July.

  • Price, M., O'Donovan, B. and Rust, C. (2001) 'Strategies to develop students' understanding of assessment criteria and processes'. In Rust, C. (eds.) Proceedings of the 8th Improving Student Learning Symposium -Strategies for Improving Learning, Oxford, January, pp. 206-219, ISBN 1-873576-668

  • Price, M. and Rust, C. (1999) 'Strategies to develop students' understanding of assessment criteria and processes'. Paper presented at the Improving Student Learning 8th International Symposium, OCSLD, Oxford Brookes University, January.

  • Price, M. and Rust, C. (1999) 'Establishing common standards of marking and assessment'. Paper presented at the SEEC Workshop: Considering Level Descriptors: Quality and Standards in the Post-Dearing Context, London, January.

  • Price, M. and Rust, C. (1998) 'Developing criterion-referenced marketing'. Paper presented at the 3rd Northumbria Assessment Conference: Quality and Standards in Assessing Student Learning, Morpeth, Northumbria, September.

  • Price, M., Handley, K., O'Donovan, B. and Rust, C. () 'The assessment manifesto and feedback agenda for change: attempting to change assessment practices in the UK presented within symposium'. Paper presented at the EARL/Northumbria Assessment Conference, , .

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