The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different programme assessment patterns

Jessop, Tansy; Hakim, Yassein El; Gibbs, Graham

doi:10.1080/02602938.2013.792108

Cited by 65 publications

(60 citation statements)

References 18 publications

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“…This allows us to fill in the blanks between learning outcome and instructional content. We propose the use of a modified TESTA methodology as part of the our approach [7].…”

Section: Discussionmentioning

confidence: 99%

“…Unfortunately, though, effective design of formative assessment is problematic. For example, we know that formative assessment facilitates student learning better when it does not focus on performance goals such as marks and grades [8], but when formative assessments are ungraded students consider them optional, so they do not to their best work or even participate [7]. Even when marks are offered, students have been shown to disregard accompanying comments intended to promote learning altogether [9].…”

Section: Introductionmentioning

confidence: 99%

“…TESTA aims to improve the quality of student learning through addressing programme-level assessment, so it is an assessment for learning tool. This tool aids exploration of the student experience of assessment, informing changes to assessment practice with the goal of improving that experience, and has been adopted by at least 40 universities in the UK, as well as in three other countries, and used on over 100 programmes [7]. Research surrounding TESTA has shown that assessments can be measured in isolation from the rest of the student experience whilst still being indicative of it, and suggests that formative assessments offer optimal conditions for a positive student experience [7].…”

Section: Introductionmentioning

confidence: 99%

“…To help with this we adopted elements of the Transforming the Experience of Students through Assessment (TESTA) methodology [7]. TESTA aims to improve the quality of student learning through addressing programme-level assessment, so it is an assessment for learning tool.…”

Section: Introductionmentioning

confidence: 99%

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Putting Theory Into Practice: Gamification for Student Engagement

Garden¹,

Rivera²

2018

EDULEARN Proceedings

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Gamification is the use of game design elements in a non-game contexts [1]. It is an intervention that has been used in a business setting for a number of years and is now becoming more and more applied in higher education [2]. We present the practical implications of our Gamification for Student Engagement framework developed for Higher Education.Landers [3] suggests that gamification is the process of identifying, extracting, and embedding game attributes into learning, in order to affect the behaviours and attitudes that support the achievement of learning outcomes. His theory describes how this works in a successfully gamified learning situation. By employing gamification, the relationship between instructional content and the achievement of learning outcomes becomes explicit and can be altered in specific ways to affect student attitudes and behaviours oriented towards a particular learning goal. In addition to this, Bedwell's taxonomy of game attributes [4] makes it theoretically possible to narrow down the game attributes that have an evidence base for supporting any given learning outcome.Student engagement can be explained using learning theories (e.g. see [5]). This framework can be used to understand player engagement and open up the door for learning theories to explain the effect of game attributes on players and thus on students. This allows us to define the aspects and functions of the behaviours/attitudes concept that underpins the theory of gamified learning. Now that the behaviour/attitudes that can be affected by gamification are better defined, we can start to consider exactly what gamification is affecting in engagement, how this happens, and what to look for to see if its works. This allows us to fill in the blanks between learning outcome and instructional content.Building on the work of Landers, Bedwell and Kahu we will explore ways in which our new consolidated framework of Gamification for Student Engagement may be used in practice

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“…This allows us to fill in the blanks between learning outcome and instructional content. We propose the use of a modified TESTA methodology as part of the our approach [7].…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Putting Theory Into Practice: Gamification for Student Engagement

Garden¹,

Rivera²

2018

EDULEARN Proceedings

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show abstract

“…Students may experience more consistent and meaningful feedback when it is linked to the opportunities across the whole course (Jessop, El Hakim and Gibbs 2014). To facilitate a better mutual understanding of assessment feedback the research team employed a modified method of incorporating the 'student voice' in curriculum development (Bovill, Bulley and Morrs, 2011).…”

Section: Introductionmentioning

confidence: 99%

Clarity, consistency and communication: using enhanced dialogue to create a course-based feedback strategy

Nixon

Brooman

Murphy

et al. 2016

Assessment & Evaluation in Higher Education

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. Telephone: 0151 2312805.Clarity, consistency and communication: using enhanced dialogue to create a coursebased feedback strategy.This article examines the outcomes of a study across four discipline areas in order to develop course-based assessment strategies in closer co-operation with students. Second year students (n=48) from different disciplines were engaged in two phases of activity-orientated workshops. Phase one sought their perceptions of feedback. Phase two saw students design a proposed strategy to present to the respective staff teams. We discuss the emerging themes which appeared to be very similar amongst this diverse cross-section of students: a lack of faith in marking consistency; the need for clear guidelines and criteria; the greater use of positive feedback language and a close association with tutors. The emergence of strategies specific to each course is discussed along with the alignment of the outcomes of this approach with pedagogic knowledge. It is suggested that enhanced dialogue enabled staff and students to develop a common understanding, and gave impetus to improving, assessment feedback practices. Outcomes recommended here include changes to practice such as the benefits of a team approach to feedback development, the content and style of feedback; developing the usefulness of feedback for future work and; the need for teams to periodically revisit staff development in this area.

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Key Concepts: Theoretical and Empirical Foundations

Yorke

2016

Learning Standards and the Assessment of Quality in Higher Education: Contested Policy Trajectories

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The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different programme assessment patterns

Cited by 65 publications

References 18 publications

Putting Theory Into Practice: Gamification for Student Engagement

Putting Theory Into Practice: Gamification for Student Engagement

Clarity, consistency and communication: using enhanced dialogue to create a course-based feedback strategy

Key Concepts: Theoretical and Empirical Foundations

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