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This version was saved 14 years, 1 month ago View current version     Page history
Saved by David Callaghan
on February 12, 2010 at 4:43:11 pm
 

Assessment:

 

 

We need a research question:  I think the initial one was something like:

 

How can assessment be made more useful for students?

 

Just keep changing the question above until we get what we want.

 

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Some literature

 

(You will probably need to be on site to get access to these links.  I use the SRD system which gets around this.  IT are restricting this service. If you want it, get your line manager to request access from IT services).

 

The use of self-, peer and co-assessment in higher education: A review (1999)

 

Authors: Dochy, F.1; Segers, M.2; Sluijsmans, D.3

Source: Studies in Higher Education, Volume 24, Number 3, October 1999 , pp. 331-350(20)

Publisher: Routledge, part of the Taylor & Francis Group 

Abstract:  The growing demand for lifelong learners and reflective practitioners has stimulated a re-evaluation of the relationship between learning and its assessment, and has influenced to a large extent the development of new assessment forms such as self-, peer, and co-assessment. Three questions are discussed: (1) what are the main findings from research on new assessment forms such as self-, peer and co-assessment; (2) in what way can the results be brought together; and (3) what guidelines for educational practitioners can be derived from this body of knowledge? A review of literature, based on the analysis of 63 studies, suggests that the use of a combination of different new assessment forms encourages students to become more responsible and reflective. The article concludes with some guidelines for practitioners.

 

Link: http://www.ingentaconnect.com/content/routledg/cshe/1999/00000024/00000003/art00006

 

 

Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks (2000)

Nancy Falchikov and Judy Goldfinch

 

Napier University

 

Forty-eight quantitative peer assessment studies comparing peer and teacher marks were subjected to meta-analysis. Peer assessments were found to resemble more closely teacher assessments when global judgements based on well understood criteria are used rather than when marking involves assessing several individual dimensions. Similarly, peer assessments better resemble faculty assessments when academic products and processes, rather than professional practice, are being rated. Studies with high design quality appear to be associated with more valid peer assessments than those which have poor experimental design. Hypotheses concerning the greater validity of peer assessments in advanced rather than beginner courses and in science and engineering rather than in other discipline areas were not supported. In addition, multiple ratings were not found to be better than ratings by singletons. The study pointed to differences between self and peer assessments, which are explored briefly. Results are discussed and fruitful areas for further research in peer assessment are suggested.

 

Review of Educational Research, Vol. 70, No. 3, 287-322 (2000)

DOI: 10.3102/00346543070003287

 

Link: http://rer.sagepub.com/cgi/content/abstract/70/3/287

 

 

 

 

 

Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003)

 

Journal

Higher Education
Publisher Springer Netherlands
ISSN 0018-1560 (Print) 1573-174X (Online)
Issue Volume 45, Number 4 / June, 2003
DOI 10.1023/A:1023967026413
Pages 477-501
Subject Collection Humanities, Social Sciences and Law
SpringerLink Date Tuesday, November 02, 2004

 

 

Mantz YorkeContact Information

(1)  Centre for Higher Education Development, Liverpool John Moores University, IM Marsh Campus, Barkhill Road, Liverpool, L17 6BD, England

 

 

Abstract  The importance of formative assessment instudent learning is generally acknowledged, butit is not well understood across higher education.The identification of some key features offormative assessment opens the way for adiscussion of theory. It is argued that thereis a need for further theoretical developmentin respect of formative assessment, which needsto take account of disciplinary epistemology,theories of intellectual and moral development,students' stages of intellectual development,and the psychology of giving and receivingfeedback. A sketch is offered of the directionthat this development might take. It is notedthat formative assessment may be eitherconstructive or inhibitory towards learning. Suggestions are made regarding research intoformative assessment, and how research mightcontribute to the development of pedagogicpractice.

 

assessment - enhancement - formative assessment - pedagogy - theory

 

 Link: http://www.springerlink.com/content/n423r5p1011388j1/fulltext.pdf

 

Laying a foundation for lifelong learning: Case studies of e-assessment in large 1st-year classes

David Nicol

University of Strathclyde in Scotland

Correspondence to Dr David Nicol, Centre for Academic Practice and Learning Enhancement (CAPLE), University of Strathclyde, 50 George Street, Glasgow G11QE. Tel: 0141 548 4060; email: d.j.nicol@strath.ac.uk

AbstractConcerns about noncompletion and the quality of the 1st-year student experience have been linked to recent changes in higher education such as modularisation, increased class sizes, greater diversity in the student intake and reduced resources. Improving formative assessment and feedback processes is seen as one way of addressing academic failure, of enhancing the learning experience and students' chances of success in the early years of study. This paper argues that if this is to happen, a broader perspective on the purposes of formative assessment and feedback is required, one that links these processes to the development of learner self-regulation. It then shows, through two case studies drawn from the Re-engineering Assessment Practices project, how information and communication technology might support formative assessment processes and the development of self-regulation in large 1st-year classes. Finally, the paper presents a set of principles for the effective design and evaluation of formative assessment and feedback processes.

 

Link: http://www3.interscience.wiley.com/cgi-bin/fulltext/117984189/PDFSTART

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Here's a link to the original front page with useful links about how to use this wiki: Original front page 

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