Engaging Students with Assessment and Feedback: Improving Assessment for Learning with Students as Partners

Autor/inn/en	Andrews, Martin; Brown, Rachael; Mesher, Lynne
Titel	Engaging Students with Assessment and Feedback: Improving Assessment for Learning with Students as Partners
Quelle	In: Practitioner Research in Higher Education, 11 (2018) 1, S.32-46 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-1382
Schlagwörter	Feedback (Response); Student Evaluation; Learner Engagement; Case Studies; Architectural Education; Evaluation Research; Evaluation Criteria; Partnerships in Education; Focus Groups; Design; Benchmarking; Higher Education; Foreign Countries; Statistical Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Case study; Fallstudie; Case Study; Evaluationsforschung; Hochschulpartnerschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Statistische Analyse; Großbritannien
Abstract	Within the Higher Education sector in the UK, it is acknowledged that the area of 'Assessment and Feedback' receives consistently poor levels of satisfaction from students when they complete module level feedback, course level feedback and the National Student Survey (NSS). There is evidence to suggest that this problem is pronounced within Schools of Architecture, particularly with the assessment and feedback of design work. This case study describes reflective practice at Portsmouth School of Architecture, UK, where academics worked in consultation with students to identify the issues. The aim of the project was to evaluate assessment and feedback strategies from across the School resulting in the creation of a new and innovative set of 'Assessment for Learning' tools produced with students as partners. These tools include: a refined marking matrix, an improved 'design review' and a 'lexicon' for marking design projects to enhance understanding and autonomy. This case study also explores how alignment and enhancement of learning through assessment and feedback and the quality of assessment tools has the ability to increase students' confidence and assessment literacy, their overall satisfaction and levels of autonomy. (As Provided).
Anmerkungen	University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://ojs.cumbria.ac.uk/index.php/prhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01