Starting Small in Assessment Change: Short In-Class Written Responses

Autor/inn/en	Carless, David; Zhou, Jiming
Titel	Starting Small in Assessment Change: Short In-Class Written Responses
Quelle	In: Assessment & Evaluation in Higher Education, 41 (2016) 7, S.1114-1127 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2015.1068272
Schlagwörter	Student Evaluation; Writing Assignments; Educational Innovation; Student Surveys; Interviews; Focus Groups; Reflection; Prior Learning; Misconceptions; Efficiency; Reliability; Class Activities; Graduate Students; Student Attitudes; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Instructional innovation; Bildungsinnovation; Schülerbefragung; Interviewing; Interviewtechnik; Vorkenntnisse; Missverständnis; Effectiveness; Effektivität; Wirkungsgrad; Reliabilität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Ausland; Hongkong
Abstract	This paper is focused on an innovation which involved students being assessed on short written responses to an issue to be addressed in the following classroom session. The innovation was evaluated through a student survey, individual and focus-group interviews with participants, and the analysis of a critical friend. Positive findings included promoting student preparation and reflection, and enabling the teacher to understand students' prior knowledge before the next session. Challenges included some student misperceptions about the assessment innovation, and the difficulty of assessing the short responses efficiently and reliably. The analysis suggests that starting small is a useful principle for assessment change. The discussion also brings out some wider issues of incentives and barriers for assessment innovation, and sketches some related future research directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01