The view from the fence

Rebecca Rochon, John Knight

Abstract


This opinion piece reflects on assessment from the dual perspective of academic and student. It offers a slightly tongue-in-cheek consideration of the common traditional written assessment and the potential dangers associated with 'too much' information delivered alongside the assignment brief. Specifically, it suggests that providing excessive supplementary information, while well intentioned, can be confusing to students. It acknowledges that co-development of assessment briefs may circumvent difficulties, but notes that relatively simple strategies may be used to ensure that students are empowered to recognise their own role in the assessment process.


Keywords


Assessment; Partnership;

Full Text:

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References


Gilbert, F. and Maguire, G. (2014) Assignment brief design guidelines: developing academic communication to enhance the student experience in assessment. York: Higher Education Academy.

Hatzipanagos, S. and Rochon, R. (eds.) (2012) Approaches to assessment that enhance learning in higher education. Routledge: London.

Healey, M., Flint, Abbi and Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education. York: Higher Education Academy.

Higher Education Academy (2012) A marked improvement: transforming assessment in higher education. York: Higher Education Academy.

Rochon, R. and Knight, J. (2013) Improving students' experience of assessment: a role for learning developers? Association of Learning Developers in Higher Education 10th Annual Conference. Plymouth University, 25-27 March.

Sambell, S. and Graham, L. (2011) 'Towards an assessment partnership model? Students’ experience of being engaged as partners in assessment for learning (AfL) enhancement activity', 31- 47. In: Little, S. (ed.) (2011) Staff-student partnerships in higher education. London: Continuum International Publishing Group.

Williams, K. (2005) 'Lecturer and first year student (mis)understandings of assessment task verbs: 'Mind the gap'.' Teaching in Higher Education, 10(2), 157-73.




DOI: http://dx.doi.org/10.21100/jeipc.v1i1.196

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