Student partnership in assessment in higher education: a systematic review

Chan, Cecilia Ka Yuk; Chen, Siaw Wee

doi:10.1080/02602938.2023.2224948

Cited by 8 publications

(1 citation statement)

References 41 publications

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“…Changing one’s thinking about assessment is a challenging process which often involves changes in one’s ontological positioning ( Land et al, 2005 ), which may also be in conflict with other colleagues’ views on assessment and the institution view of assessment. SRAF requires academics and students to reposition themselves and their roles in relation to each other ( Chan and Chen, 2023 ), where assessment is no longer “done unto students”, and where students, while not ultimate authorities in assessment ( Cook-Sather, 2014 ), have valid input into assessment ( Evans, 2013 , 2016 ). The challenge for academics is in supporting students to take on a number of different roles in assessment (input into assessment design, feedback, and marking), which requires developing focused training for students in how to take on these roles, and to understand the specific requirements associated with different types of roles.…”

Section: Discussionmentioning

confidence: 99%

Developing a scale to explore self-regulatory approaches to assessment and feedback with academics in higher education

Evans,

Kay,

Amici-Dargan

et al. 2024

Front. Psychol.

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IntroductionStudents need to acquire high level self-regulatory skills if they are to be successful within higher education, and academics need support in facilitating this. In this article we explore how the current research gap between knowledge of self-regulatory assessment and feedback (SRAF) practices, and academics’ professional training in it can be bridged.MethodsSRAF tools were used with academics to explore their understandings of and training needs in SRAF; central to this work was the development of a SRAF scale. We consider the value of such tools in supporting academics’ professional development needs in SRAF. The reliability and validity of the SRAF scale was tested using exploratory factor analyses (EFA).ResultsIterative EFA resulted in a 17 item support required SRAF scale (SR). Two underpinning factors: Creating the Conditions for SRAF, and Supporting Students’ SRAF Skills Development were identified. The reliability of the instrument supported its primary use as a tool to facilitate academics’ professional development in fostering students’ self-regulatory skills.DiscussionOur findings highlight the importance of supporting academics in developing strategies to maximize students’ metacognitive skills and motivation in assessment and feedback, contingent on effective assessment design. Such professional development needs to be mindful of individual and contextual factors impacting academics’ access to, and confidence and competence in, using SRAF in practice. This research is important in highlighting potential disconnects between where academics’ focus their attention in assessment, and what is known to have most impact on student learning success. The SRAF tools have considerable potential in supporting translation of theory into practice as part of sustained professional development for academics in higher education.

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Section: Discussionmentioning

confidence: 99%

Developing a scale to explore self-regulatory approaches to assessment and feedback with academics in higher education

Evans,

Kay,

Amici-Dargan

et al. 2024

Front. Psychol.

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Impact of question presence and interactivity in instructional videos on student learning

Deng,

Yang,

Shen

2024

Educ Inf Technol

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Epistemic agency: a link between assessment, knowledge and society

Nieminen,

Ketonen

2023

High Educ

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In this conceptual article, we discuss the idea of students’ epistemic agency as an overlooked link between assessment, knowledge and society. We transcend the contemporary discourses around assessment that focus on its authenticity and student-centredness and instead investigate assessment from the viewpoints of knowledge and knowing. This approach sees assessment as functioning not only as a promoter of student learning but also as a means to prepare students to be responsible graduates and citizens as epistemic agents. First, we adapt the theory of epistemic agency—that is, students’ capability to agentically evaluate, produce, use and transform knowledge—by situating it within the specific context of assessment. Second, we suggest practice-oriented ideas for assessment and feedback design to nurture epistemic agency. Overall, we do not depict epistemic agency as yet another ‘soft skill’ in higher education but as a necessary focal point for assessment that aims to nurture a transformative relationship between students and knowledge. We suggest epistemic agency as a powerful concept in understanding and nurturing the three-way engagement between assessment, knowledge and society. This concept allows us to understand whether and how assessment shapes students as epistemic agents.

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Student partnership in assessment in higher education: a systematic review

Cited by 8 publications

References 41 publications

Developing a scale to explore self-regulatory approaches to assessment and feedback with academics in higher education

Developing a scale to explore self-regulatory approaches to assessment and feedback with academics in higher education

Impact of question presence and interactivity in instructional videos on student learning

Epistemic agency: a link between assessment, knowledge and society

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