Developing student understanding of assessment standards: a nested hierarchy of approaches

O'Donovan, Berry; Price, Margaret; Rust, Chris

doi:10.1080/13562510801923344

Cited by 94 publications

(77 citation statements)

References 29 publications

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“…Structuring learning to help students understand the criteria and standards required in their learning is vital for students to maintain a realistic perception of their achievements (O'Donovan, Price & Rust, 2008). This is achieved by making assessments and objectives transparent to students, by providing easily understood feedback that relates to the objectives, and by promoting self-awareness in students (Boud, 1990).…”

Section: Framing Of the Studymentioning

confidence: 99%

The calibration of student judgement through self-assessment: disruptive effects of assessment patterns

Boud

Lawson

Thompson

2014

Higher Education Research & Development

112

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Can extended opportunities for self-assessment over time help students develop the capacity to make better judgements about their work? Using evidence gathered through students' voluntary self-assessment of their performance with respect to assessment tasks in two different disciplines at two Australian universities, the paper focuses on the effects of sequences of units of study and the use of different types of assessment task (written, oral, analysis, project) in the development of student judgement. Convergence between student criteria-based gradings of their own performance in units of study and those allocated by tutors was analysed to explore the calibration of students' judgement over time. First it seeks to replicate analyses from an earlier smaller-scale study to confirm that students' judgements can be calibrated through continuing opportunities for self-assessment and feedback. Second, it extends the analysis to coherently designed sequences of units of study and explores the effects of different types of assessment. It finds that disruptive patterns of assessment within a sequence of subjects can reduce convergence between student and tutor judgements.

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Section: Framing Of the Studymentioning

confidence: 99%

The calibration of student judgement through self-assessment: disruptive effects of assessment patterns

Boud

Lawson

Thompson

2014

Higher Education Research & Development

112

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“…The overall aim is to induct students into the guild of knowers, which is simply the group of people who share sufficient tacit knowledge for them to be able to recognize, judge and, to a considerable extent, explain quality when they see it. Students thereby become better able to monitor and control the quality of their own productions while these are still under development (Sadler, 1989;O'Donovan, Price & Rust, 2008).…”

Section: Design Of Assessment Programsmentioning

confidence: 99%

Grade integrity and the representation of academic achievement

Sadler

2009

Studies in Higher Education

123

104

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In this article, grade integrity is defined as to the extent to which each grade awarded, either at the conclusion of a course or module of study or for an extended response to an assessment task, is strictly commensurate with the quality, breadth and depth of a students' performance. The three basic requirements for this aspiration to be realised are, in order: assessment evidence of a logically legitimate type; evidence of sufficient scope and soundness to allow for a strong inference to be drawn; and a grading principle that is theoretically appropriate for coding the level of a student's performance. When further developed, the general approach outlined could produce positive side benefits, including ways of dealing with grade inflation.

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“…This work is ongoing, and forms part of the Loughborough University School of the Arts approach to defining a critical pedagogy, and desire for students to develop 'pedagogical intelligence' (O'Donovan et al 2008: 213, citing Hutchings 2005. The exercise aligns with other working group activities that continue to review and develop summative written assessment feedback against intended learning outcomes, linked to negotiated formative feedback at interim stages in modules.…”

Section: Resultsmentioning

confidence: 99%

From fail to first: Revising assessment criteria in art and design

Harland

Sawdon

2012

Art, Design &Amp; Communication in Higher Education

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This article serves two purposes. First, it explains a review and development process for revising the application of assessment criteria for undergraduate art and design students in the United Kingdom. Second, it makes data generated by the process available for use by others. These data consist of keywords used to locate student learning across the numerical scale of marking typically employed in higher education art and design assessment procedures, and six different ways that this numerical scale has been used. Additionally, student participation in the development process is explained. Discussion about the process acknowledges the emergence of learning, meaning and identity in a social theory of learning, and the importance of assessment literacy in the development of pedagogical intelligence. The article will be of interest to those concerned with the development of assessment criteria in art and design, and how this might be improved through consistent use and formatting of criteria for use in formative and summative feedback mechanisms.

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Developing student understanding of assessment standards: a nested hierarchy of approaches

Cited by 94 publications

References 29 publications

The calibration of student judgement through self-assessment: disruptive effects of assessment patterns

The calibration of student judgement through self-assessment: disruptive effects of assessment patterns

Grade integrity and the representation of academic achievement

From fail to first: Revising assessment criteria in art and design

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