Creating first-year assessment support: lecturer perspectives and student access

Dargusch, Joanne; Harris, Lois Ruth; Reid‐Searl, Kerry; Taylor, Benjamin

doi:10.1080/01587919.2017.1299566

Cited by 6 publications

(3 citation statements)

References 24 publications

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“…Students need support in being able to utilise cues. Key assessment supports need to be clearly signposted (Dargusch, Harris, Reid-Searl, & Taylor, 2017).…”

Section: Using An Integrated Framework To Support the Development Of Assessment Feedback Skillsmentioning

confidence: 99%

“…In addressing the self-regulatory knowledge-application gap in assessment feedback, the expectations of students as drivers of assessment needs to be made explicit in programme design (Dargusch, et al, 2017), supported by a co-ordinated integrated approach to assessment at the institutional level (Evans & Bunescu et al 2020). High quality training within the disciplines to support the design and development of high level assessment feedback self-regulatory competencies is required for the fourth industrial age; meaningful assessment is critical to this endeavour (Rogers-Shaw, Carr-Chellman, & Choi, 2018).…”

Section: Implications For Research and Practicementioning

confidence: 99%

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Enhancing Students’ Assessment Feedback Skills Within Higher Education

Evans¹,

Waring²

2020

Oxford Research Encyclopedia of Education

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In higher education (HE) considerable attention is focused on the skills sets students need to meet the requirements of the fourth industrial revolution. The acquisition of high-level assessment feedback skills is fundamental to lifelong learning. HE has made significant investment in developing assessment feedback practices over the last 30 years; however, far less attention has been given to the development of inclusive agentic integrated assessment systems that promote student agency and autonomy in assessment feedback, and from an individual differences perspective. “Inside the Black Box,” a seminal work, opened the potential of assessment as a supportive process in facilitating students in coming to know (understanding the requirements of a task and context, and their own learning) through the development of formative assessment. However, overall, the assessment for learning movement has not changed students’ perceptions, on entering HE, that feedback is something they receive rather than something they can generate and orchestrate despite being predicated on a self-regulatory approach. HE promotes students’ use of self-regulated learning approaches although these are not sufficiently integrated into curriculum systems. In moving forward assessment feedback, it is important to adopt a theoretically integrated approach that draws on self-regulatory frameworks, agentic engagement concepts, understanding of individual differences, and the situated nature of assessment. Current emphases in HE focus on how we engage students as active participants in assessment, in coming to know assessment requirements as part of sustainable practices with students as co-constructors of assessment inputs and outputs. Assessment design should be challenging students to maximize their selective and appropriate use of assessment feedback skills for both immediate and longer-term learning gains. Addressing the professional development of lecturers and students in the acquisition and development of essential fourth industrial age assessment feedback competencies is fundamental to enhancing the quality of learning and teaching in HE.

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“…Students need support in being able to utilise cues. Key assessment supports need to be clearly signposted (Dargusch, Harris, Reid-Searl, & Taylor, 2017).…”

Section: Using An Integrated Framework To Support the Development Of Assessment Feedback Skillsmentioning

confidence: 99%

Section: Implications For Research and Practicementioning

confidence: 99%

Enhancing Students’ Assessment Feedback Skills Within Higher Education

Evans¹,

Waring²

2020

Oxford Research Encyclopedia of Education

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“…The 'giving over' of control to students in the classroom can also be problematic for PSTs, as a result of pre-existing notions of assessment from their own experiences. Looney, Cumming, van Der Kleij, & Harris's (2017, p. 3) observation that teachers' 'assessment beliefs [are] shaped by their past experiences of being assessed, rather than by anything they had been taught about assessment theories or the requirements of policy', has significance for the diverse range of students now enrolling in higher education (Dargusch, Harris, Reid-Searl, & Taylor, 2017). Some PSTs' assessment experiences are recent, but this may not be the case for those PSTs coming from non-traditional backgrounds (mature age and/or through the TAFE sector), whose assessment experience may not be very recent or may have occurred in a different assessment regime from the one in which they will be expected to teach.…”

Section: Context Of Ite Practice -A Crisis Of Controlmentioning

confidence: 99%

‘Nobody is Watching but Everything I do is Measured’: Teacher Accountability, Learner Agency and the Crisis Of Control

Dargusch¹,

Charteris²

2018

AJTE

Self Cite

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It is widely acknowledged that there is systemic pressure on teachers to enact assessment practices that raise student achievement. In this article assessment related discourses that influence teacher and student classroom practices are examined in relation to initial teacher education. In Australia, preservice teachers (PSTs) are required to demonstrate assessment capability, promote student agency and monitor their practice impact on student learning whilst working in schooling ecologies that are marked by high stakes accountability measures. Processes that bridge university and inschool PST teacher preparation are an important consideration in developing assessment capability. It is argued that there are tensions in the current policy environment associated with distributed classroom power relations that are emblematic of student agency in practice. The socially constituted nature of ecological agency that underpins generative assessment for learning practices is an important consideration for judgement about initial teacher assessment capability and associated graduate impact on student learning.

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Catering for Diversity in the Digital Age: Reconsidering Equity in Assessment Practices

Harris

Dargusch

2020

The Enabling Power of Assessment

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Creating first-year assessment support: lecturer perspectives and student access

Cited by 6 publications

References 24 publications

Enhancing Students’ Assessment Feedback Skills Within Higher Education

Enhancing Students’ Assessment Feedback Skills Within Higher Education

‘Nobody is Watching but Everything I do is Measured’: Teacher Accountability, Learner Agency and the Crisis Of Control

Catering for Diversity in the Digital Age: Reconsidering Equity in Assessment Practices

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