Staff Student Partnership in Assessment: Enhancing Assessment Literacy through Democratic Practices

Autor/inn/en	Deeley, Susan J.; Bovill, Catherine
Titel	Staff Student Partnership in Assessment: Enhancing Assessment Literacy through Democratic Practices
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 3, S.463-477 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2015.1126551
Schlagwörter	Foreign Countries; Partnerships in Education; Literacy; Student Evaluation; Democracy; Student Motivation; Sense of Community; Undergraduate Students; Teacher Student Relationship; College Faculty; Feedback (Response); Case Studies; Student Attitudes; Essays; Evaluation Criteria; Grading; Formative Evaluation; Self Evaluation (Individuals); Peer Evaluation; Summative Evaluation; Risk; Questionnaires; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Hochschulpartnerschaft; Alphabetisierung; Schreib- und Lesefähigkeit; Schulnote; Studentische Bewertung; Demokratie; Schulische Motivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Case study; Fallstudie; Case Study; Schülerverhalten; Essay; Aufsatzunterricht; Notengebung; Risiko; Fragebogen
Abstract	In recent years, research and practice focused on staff and students working in partnership to co-design learning and teaching in higher education has increased. However, within staff-student partnerships a focus on assessment is relatively uncommon, with fewer examples evident in the literature. In this paper, we take the stance that all assessment can be oriented "for" learning, and that students' learning is enhanced by improving their level of assessment literacy. A small study in a Scottish university was undertaken that involved a range of different adaptations to assessment and feedback, in which students were invited to become partners in assessment. We argue that a partnership approach, designed to democratise the assessment process, not only offered students greater agency in their own and their peers' learning, but also helped students to enhance their assessment literacy. Although staff and students reported experiencing a sense of risk, there was immense compensation through increased motivation, and a sense of being part of an engaged learning community. Implications for partnership in assessment are discussed and explored further. We assert that adopting staff-student partnership in assessment and more democratic classroom practices can have a wide range of positive benefits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01