Lin Norton

Research Director of Write Now CETL
Liverpool Hope University
nortonl@hope.ac.uk
0151 291 3642

lin-nortonMy role is to help establish a high quality research programme across Write Now’s collaborating institutions, and to ensure the greatest possible dissemination and impact throughout the sector, nationally and internationally.

My work with Write Now involves driving forward the research programme by working closely with the CETL team to identify research opportunities within and outside of the CETL. I will be chairing research and evaluation group meetings, and the panel considering bids for funding and PhD applications. An over-arching responsibility is to co-ordinate the research projects to ensure maximum reach and impact.

My own research is mainly in the area of pedagogical action research in higher education, student assessment, enhancing student metalearning (learning how to learn) and university teachers’ perceptions and beliefs about teaching and assessment. I am particularly keen in promoting action research as a model of research that serves a dual aim of adding to theoretical knowledge as well as encouraging more reflective practice and engagement with the scholarship of teaching and learning.

Publications

Books

  • Norton, L., Pitt, E., Harrington, K., Elander, J. and Reddy, P. (2009) Writing Essays at University: A Guide for Students, by Students. Write Now CETL (PDF).
     
  • Norton, L. (2008) Action research in teaching and learning: a practical guide to conducting pedagogical research in universities. Abingdon: Routledge. 
     
  • Campbell, A. and Norton, L. (eds.) (2007) Learning, teaching and assessing in higher education: developing reflective practice. Exeter: Learning Matters Ltd.

Journal articles

  • Norton, L., Aiyegbayo, O, Harrington, K., Elander, J. and Reddy, P. (2010 in press)
    New lecturers’ beliefs about learning, teaching and assessment in higher education:
    The role of the PGCLTHE programme.  To appear in Innovations in Education and Teaching International, 4.
     
  • Yates, A., Norton, L.S, Shannon, L and Norton, B (2010 in submission) University lecturers’ contextualisation of learning and assessment: A social cognition perspective. Submitted to Studies In Higher Education.
     
  • Elander, J., Harrington, K., Norton, L., Robinson, H. and Reddy, P. (2006) Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria. Assessment and Evaluation in Higher Education, 31(1), 71-90.
     
  • Norton, L., Owens, T. and Clark, L. (2004) Encouraging metalearning in first year.undergraduates through reflective discussion and writing. Innovations in Education and Teaching International, 41 (4), 23-441.
     
  • Norton, L. (2004) Using assessment criteria as learning criteria. A case study using Psychology Applied Learning Scenarios (PALS). Assessment and Evaluation in Higher Education. 29 (6), 687-702. 
     
  • Norton, B., Norton, L., Griffiths, T., Owen, T., Perrin, S., and Walters, D. (2003) Increasing students’ library confidence. Academic Exchange Quarterly 7 (3), 157-161.
     
  • Steward, S., Norton, L., Evans, I. and Norton, B. (2003) Lecturers!! What are you trying to assess? Learning and Skills Research Journal, (special on-line edition: Regional Summer Conferences, 2003).
     
  • Harrington, K., Elander, J., Norton, L., Robinson, H. and Reddy, P.  (2003) Do essay assessment criteria refer to transferable skills, deep approaches to learning, or complex learning? Investigations in university teaching and learning, 1(2), 57-61. London Metropolitan University.
     
  • Norton, L., Clifford, R., Hopkins, L., Toner, I., and Norton. J.C.W. (2002) Helping psychology students write better essays. Psychology Learning and Teaching, 2 (2), 116-126.
     
  • Norton, L. (2002) Editorial, Psychology Teaching Review. Special issue on action research in psychology 10 (1), 1-4. 
     
  • Hartley, J. and Norton, L. (2002) Some preliminaries to action research with mature students. Psychology Teaching Review, 10 (1), 52-60. 
     
  • Norton, L. S. (2001) Researching your teaching: The case for action research psychology learning and teaching.  Psychology Teaching Review, 1 (1), 21-27. 
     
  • Norton, L. S. and Norton, J.C.W. (2001) Essay feedback: How can it help students improve their academic writing? ERIC abstract No:ED454530. 
     
  • Norton, L., Tilley, A.J., Newstead, S.E. and Franklyn-Stokes, A. (2001) The pressures of assessment in undergraduate courses and their effect on student behaviours. Assessment and evaluation in Higher Education, 26,(3), 269-284. 
     
  • Longhurst, N. and Norton, L. (1997) Self-assessment in coursework essays. Studies in Educational Evaluation, 23 (4), 319-330. 
     
  • Norton, L., Dickins, T.E. and McLaughlin Cook, A.N. (1996a) 'Rules of the game in essay writing.' Psychology Teaching Review, 5 (1), 1-14. 
     
  • Norton, L., Dickins, T.E. and McLaughlin Cook, N. (1996) Coursework assessment: what are tutors really looking for? In G. Gibbs. (ed.) Improving Student Learning. Using research to improve student learning. Oxford: The Oxford Centre for Staff development. 
     
  • Norton, L. (1990) Essay writing: what really counts? Higher Education, 20 (4), 411-442. 
     
  • Norton, L. and Hartley, J. (1986) What factors contribute to good examination marks? The role of note-taking in subsequent examination performance. Higher Education, 15, 355-371.

Book chapters

  • Norton, L. (2009) Assessing student learning. In Fry, H., Ketteridge, S. and Marshall, S. (eds.) A handbook for teaching and learning in higher education: enhancing academic practice, 3rd edition. Abingdon: Routledge.
     
  • Norton, L. (2008) Pedagogical research in higher education. Ethical issues facing the practitioner-researcher, in Campbell, A. and Groundwater-Smith, S. (eds.) An ethical approach to practitioner research. Dealing with issues and dilemmas in action research. Abingdon: Routledge. 
     
  • Campbell , A. and Norton, L. (2007) Introduction. In Campbell, A. and L. Norton, L. (eds.) Learning, teaching and assessing in higher education: developing reflective practice. Exeter: Learning Matters Ltd.  
     
  • Norton, L. (2007) Using assessment to promote quality learning in higher education. In Campbell, A. and Norton, L. (eds.) Learning, teaching and assessing in higher education: developing reflective practice. Exeter: Learning Matters. 
     
  • Norton, L. and Campbell, A. (2007) The development of reflective practice in higher education: a theoretical perspective. In Campbell, A. and Norton, L., (eds.) Learning, teaching and assessing in higher education: developing reflective practice. Exeter: Learning Matters Ltd. 
     
  • Harrington, K., Elander, J., Norton, L., Reddy, P., Aiyegbayo, O. and Pitt, E. (2006) A qualitative analysis of staff-student differences in understandings of assessment criteria. In Rust, C. (ed.), Improving Student Learning 13: Through Assessment. Oxford: The Oxford Centre for Staff and Learning Development.
     
  • Harrington, K., Norton, L., Elander, J., Lusher, J., Aiyegbayo, O., Pitt, E., Robinson, H. and Reddy, P. (2006) Using core assessment criteria to improve essay writing. In Bryan, C. and Clegg, K. (eds.), Innovative Assessment in Higher Education. London: Routledge.
     
  • Norton, L., Harrington, K., Elander, J., Sinfield, S., Lusher, J., Reddy, P., Aiyegbayo, O and Pitt, E. (2005) Supporting students to improve their essay writing through assessment criteria focused workshops . In Rust, C. (ed.), Improving Student Learning 12. Oxford: Oxford Centre for Staff and Learning Development.
     
  • Norton, L., Harrington, K., Pitt, E., Aiyegbayo, O., Elander, J., Sinfield, S., Lusher, J. and Reddy, P. (2005) Supporting diversity and inclusivity through writing workshops. In C. Rust (ed.), Improving Student Learning 12: Diversity and Inclusivity. Oxford: The Oxford Centre for Staff and Learning Development.
     
  • Elander, J., Harrington, K., Norton, L., Robinson, H., Reddy, P. and Stevens, D. (2004) Core assessment criteria for student writing and their implications for supporting student learning. In Rust, C. (ed.), Improving Student Learning 11. Theory, Research and Scholarship. Oxford: Oxford Centre for Staff and Learning Development.
     
  • Elander, J., Harrington, K., Norton, L., Robinson, H., Reddy, P. and Stevens, D. (2004) What types of learning do essay assessment criteria represent? In Rust, C. (ed.), Improving Student Learning 11: Theory, Research and Scholarship. Oxford: The Oxford Centre for Staff and Learning Development.
     
  • Norton, L. and Norton, B. (2000) Information skills: do we help our students enough? In Rust, C. (ed.) Improving Student learning. Improving Student Learning through the disciplines. Oxford: The Oxford Centre for Staff and Learning Development.  
     
  • Norton, L., Brunas-Wagstaff, J. and Lockley, S. (1999) Learning outcomes in the traditional coursework essay: do students and tutors agree? In Rust, C. (ed.) Improving Student Learning. Improving Student Learning Outcomes. Oxford: The Oxford Centre for Staff and Learning Development.
     
  • Brunas-Wagstaff, J. and Norton, L. (1998) Perceptions of justice in assessment: a neglected factor in improving students as learners. In Rust, C. (ed.) Improving Student Learning. Improving Students as Learners. Oxford: The Oxford Centre for Staff and Learning Development.

Conference papers

  • Norton. L (2010) New lecturers’ views of assessment: Can they put into practice what they  learn on a university teaching programme? Presentation at: international workshop on the impact of training for teachers in higher education funded by the European Science Foundation in Bratislava, Slovak Republic, 18-20 March 2010.
     
  • Norton, L., Norton, B., Shannon, L. & Phillips, F. (2009) Assessment design, pedagogy and practice: what do new lecturers think?  Presentation at: annual conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL 2009), Indiana University, Bloomington, Indiana, USA, 22-25 October 2009.
     
  • Norton, L (2009) Assessment philosophies and practices in higher education: what do lecturers value? Paper for discussion by BERA SIG meeting at Institute of Advanced Studies, Lancaster University, 15 June 2009.
     
  • Norton, L. (2009) Assessment in higher education: Is there a link between pedagogical philosophies and assessment practices? Research seminar presentation at Derby University, 29 April 2009.
     
  • Norton, L.S (2008) Challenging traditional forms of assessment. Presentation to the senior academicians of Lucknow University India, 28 February 2008.
     
  • Norton, L.S. (2007) Assessment in Psychology: What really helps our students? Research seminar presentation at Staffordshire University, 22 November 2007.
     
  • Harrington, K., Bakhshi, S., Shannon, L., Norton, L., Norton, B. (J.C.W.), Elander, J. and Reddy, P. (2007) University lecturers’ beliefs about how examinations help students learn. Presentation at: 12th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Budapest, Hungary 28 August - 1 September 2007.
     
  • Norton, L., Harrington, K., Norton, B., and Shannon, L. (2006) Challenging traditional forms of assessment: university teachers’ views on examinations. Presentation at: 3rd Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL), Washington DC, USA, 9-12 November 2006.
     
  • Norton, L.S (2006) Authentic learning and the implications for assessment. Presentation for: Professionalism in Medicine CETL, Liverpool University  10 October 2006.
     
  • Norton, L.S. (2005) ‘Assessment criteria: A contentious issue’ Invited by Dr Keith Trigwell to give a research seminar at the University of Oxford, 28 April, 2005.
     
  • Norton, L., Pitt, E., Aiyegbayo, O., Harrington, K., Elander, J., Sinfield, S., Lusher, J. and Reddy, P. (2004) Supporting diversity and inclusivity through writing workshops. Presentation at: Improving Student Learning Symposium, Birmingham, 6- 8 September 2004. 
     
  • Norton, L., Ward-Robinson, H., Reddy, P., Elander, J. and Harrington, K. (2004) Exploring psychology lecturers’ view on assessment criteria. Presentation at: Psychology Learning and Teaching Conference (PLAT 2004), University of Strathclyde, 5-7 April 2004.
     
  • Norton, L., Norton, J.C.W. and Thomas, S. (2004) Encouraging psychology students to use more journal papers. Presentation at: Psychology Learning and Teaching Conference (PLAT 2004), University of Strathclyde, 5-7 April 2004. 
     
  • Elander, J., Harrington, J., Reddy, P., Norton, L. and Robinson, H. (2004) Delivering excellent student assessment using core criteria. Using core criteria to guide judgements about the quality of students’ work. Presentation at: HEA annual conference, University of Hertfordshire, 29 June - 1 July, 2004. 
     
  • Norton, B (J.C.W.), Norton, L, Thomas, S., Griffiths, T., Walters, D., Perrin, S. and Owens, T. (2003) Building confidence in using information resources: a core academic skill. Presentation at: European Association for Research in Learning and Instruction, 10th Biennial Conference, Padova, Italy – 26-30 August 2003. 
     
  • Norton, L. (2003) Academic development: compliant behaviours or conceptual change? Trigger paper for: Conference on Engaging with Academic Development, University of Cambridge,14-19 September 2003. 
     
  • Steward, S., Norton, L., Evans, I. and Norton, J.C.W. (2003) Lecturers! What are you assessing? Presentation at:  Learning and Skills Research Network Annual Conference, GMB National College, Manchester, 6 June 2003. 
     
  • Owens, T and Norton, L. S. (2002) American Students’ perceptions of fairness of different types of assessment. Presentation at: ILTAC 3, Heriot- Watt University, Edinburgh, 26-28 June 2002. 
     
  • Norton, L., Hopkins, L., Toner, I. Clifford, R and Norton, J.C.W (2002) The essay feedback checklist: helping psychology students to write better essays and tutors to give better feedback . Presentation at:  Psychology Learning and Teaching Conference (PLAT 2002), University of York, 18-20 March 2002. 
     
  • Norton, L., Norton, J.C.W. (2001) Do independent learning modules help students to use academic libraries? Presentation at:  2nd ILT Annual Conference (ILTAC) University Of York, 4-6 July 2001. 
     
  • Norton, L S. and Norton, J.C.W. (2001) The essay feedback checklist: how can it help students improve their academic writing? Presentation at: 1st international conference of the European Association for the Teaching of Academic Writing across Europe (EATAW), Groningen, The Netherlands, 18-20 June 2001.  
     
  • Norton , L. and Brunas-Wagstaff, J. (2000) Students’ perceptions of the fairness of assessment. Presentation at: 1st annual conference of the Institute for Learning and Teaching in Higher Education (ILTAC), York, 27-29 June 2000. 
     
  • Norton, L. and Norton, B. (1999) Information seeking skills: how well do we prepare our students? A comparison of induction procedures for undergraduates in four different subjects. Presentation at: 7th International Improving Student Learning Symposium, University of York, 6-8 September 1999. 
     
  • Norton, L. Brunas-Wagstaff, J and Lockley, S. (1998) Learning outcomes in the traditional essay: do students and tutors agree? Presentation at: 6th International Improving Student Learning Symposium, University of Brighton 7-9 September 1998. 
     
  • Brunas-Wagstaff, J; Norton, L and Naylor A (1997) Perceptions of justice in assessment: a neglected factor in improving students as learners. Presentation at:  5th Improving Student Learning Symposium, University of Strathclyde, Glasgow 8-10 September 1997. 
     
  • Norton, L. (1997) The effects of tutor feedback on student motivation in essay writing. Presentation at: SEDA Spring Conference on Encouraging Student Motivation, University of Plymouth, 8-10 April 1997. 
     
  • Longhurst, N. and Norton, L. (1996) Why do so many students write surface essays? A comparison of students’ and tutors’ assessment of a coursework essay. Presentation at: Northumbria Assessment Conference, University of Newcastle at Northumbria, 4-6 September 1996. 
     
  • Norton, L., Dickins, T.E. and McLaughlin Cook, N. (1995) Coursework assessment: what are tutors really looking for? Presentation at: 3rd International Student Learning Symposium, Exeter University, 11-13 September 1995. 
     
  • Norton, L. and Dickins, T.E. (1994) Do approaches to learning courses improve students learning strategies? Presentation at: 2nd International Improving Student learning Symposium, Oxford Brookes University, 7-9 September 1994.
     

Research seminars given at Liverpool Hope

  • Norton, L, Norton, B & Shannon, L & Phillips, F (2010) Assessment design, pedagogy and practice: What do lecturers on a university teaching programme think? Presentation at: Liverpool Hope Research Week, 23 February 2010.
     
  •  Norton, L., Norton, B.,  Shannon, L., Phillips, F. & Harrington, K. (2009) Lecturers’ views about assessment, marking and feedback. Presentation at: Hope PAR research seminar series, Liverpool Hope University, 4 June 2009.
     
  • Norton, L & Owens, T. (2009) Rethinking our feedback practice in the first year. Presentation at: Learning and teaching week, Liverpool Hope University, 1 April 2009.
     
  • Norton, L Harrington, K., Norton, B. & Shannon, L. (2007) Challenging traditional forms of assessment; University teachers’ views on examinations. Presentation at: Opening the Gateway: Keys to understanding student learning and writing symposium, 24 June 2007.