Trust, distrust and their impact on assessment reform

Abstract

This paper puts forward the case that one of the factors constraining principled learningoriented assessment practices is lack of trust. It examines a number of assessment dimensions in which trust or distrust plays a role. These issues are illustrated via a discussion of two different iterations of the same module taught in a teacher education institution. Through this example, the author analyses how accountability forces and distrust created an atmosphere which constrained the use of innovative assessment methods. The paper discusses how trust might be developed, some of the barriers arising, and the relationship between trust and good assessment practices. It concludes by sketching some possible avenues for further research into stakeholders' perceptions of the interplay between trust and assessment.

Mixed-Methods Research in Education: Exploring Students' Response to a Focused Feedback Initiative

“…Similarly, while there has been significant work on student involvement in assessment, it is often in terms of groupwork or peer assessment (Carless, 2009). In this project we consider student involvement in terms of the relationship with the lecturer -the dialogue between them.…”

“…We suggest that this is equally true for students, and that engaging in focused feedback can be perceived as "risky" from the student perspective. In addition, Carless (2009) also argues that trust is "salient" to formative feedback:…”

“…Building on the work of Giddens (1990), Carless (2009) argues that staff are unlikely to take risks in low-trust environments. We suggest that this is equally true for students, and that engaging in focused feedback can be perceived as "risky" from the student perspective.…”

Sustainable assessment revisited

“…Nicol (2009) To help students achieve sustainable assessment Jones (2010) proposes the development of portfolios in order for students to develop a reflective practice. The introduction in teaching-learning processes of portfolios and projects can reinforce reliability (Jones 2010) and therefore trust (Carless 2009 He goes on to point out that only if students continue these practices could a portfolio be considered to have met the requirement for sustainable assessment.…”

Assessment Might Dictate the Curriculum, but What Dictates Assessment?

“…Privileging the perceived trustworthiness of multiple-choice testing might lead to the decision for a high-stakes exam at the cost of long-term learning. While this assessment type might mitigate plagiarism (Carless, 2009), it may lead to learning of false facts from engagement with the alternative but incorrect options (Marsh, et al 2007) or simply promote study strategies that emphasis memorisation. Conversely, a sense of trust may positively influence assessment, particularly when it leads to shared decision-making involving on-the-ground academics and middle and senior management (Carless, 2009).…”