Making assessment accessible: a student–staff partnership perspective

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2019.1695524

Pascale Lorber, Steve Rooney, Mark Van der Enden

引用次数: 3

Abstract

ABSTRACT Student assessment literacy, and staff assessment practices can be enhanced through constructive dialogue, designed to help build better shared understandings, and in which both students and staff can meaningfully contribute. Such a dialogue has great potential to increase student engagement with their own learning. Focusing on a UK university law school’s staff–student partnership initiative called Getting It Right: Assessment and Feedback in Translation (GRAFT) and aimed at improving assessment feedback practices, this paper demonstrates how students and staff working as partners in this context can make a major contribution to assessment literacy and student engagement.

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使评估易于获取:学生与教职员合作的视角

学生评估素养和教职员工评估实践可以通过建设性对话来加强，旨在帮助建立更好的共同理解，学生和教职员工都可以为此做出有意义的贡献。这样的对话具有极大的潜力，可以提高学生对自己学习的参与度。本文以英国一所大学法学院的师生合作倡议为重点，该倡议名为“正确翻译:翻译中的评估和反馈”(GRAFT)，旨在改进评估反馈实践。本文展示了在这种情况下，学生和教职员工作为合作伙伴如何为评估素养和学生参与做出重大贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.