Strategies That Challenge: Exploring the Use of Differentiated Assessment to Challenge High-Achieving Students in Large Enrolment Undergraduate Cohorts

Autor/inn/en	Varsavsky, Cristina; Rayner, Gerry
Titel	Strategies That Challenge: Exploring the Use of Differentiated Assessment to Challenge High-Achieving Students in Large Enrolment Undergraduate Cohorts
Quelle	In: Assessment & Evaluation in Higher Education, 38 (2013) 7, S.789-802 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2012.714739
Schlagwörter	Foreign Countries; Undergraduate Students; High Achievement; Alternative Assessment; College Science; Biology; Chemistry; Units of Study; Class Size; Student Surveys; Student Attitudes; Student Motivation; Learning Experience; Satisfaction; Australia + Suchen Sie Ihr Suchwort? Ausland; Biologie; Chemie; Lerneinheit; Klassengröße; Schülerbefragung; Schülerverhalten; Schulische Motivation; Lernerfahrung; Zufriedenheit; Australien
Abstract	Academics teaching large and highly diverse classes are familiar with the inevitable effect this has on promulgating teaching and assessment practices to "middle of the distribution", thus ignoring the distribution extremes. Although the literature documents a wide range of strategies for supporting poor-performing students in large class settings, very little work has been reported on catering for more capable students who may feel frustrated and poorly challenged in such settings. This paper reports on the introduction of alternative assessment tasks into two first-year science units of study, with the aim of providing more challenging learning opportunities for high-performing students. It analyses student engagement with and perception of alternative assessment, and concludes that such opportunities are well received by students, even when no additional marks are available nor special credit recognition given for completing an advanced task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10