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Student role in assessment

Student role in assessment. Peter Chalk Academic Leader Undergraduate Centre TB2. Facilitating the student role.

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Student role in assessment

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  1. Student role in assessment Peter Chalk Academic Leader Undergraduate Centre TB2

  2. Facilitating the student role • “Encourage students to learn and plan from the feedback they receive, linked to their personal development plan and progress file… use the personal tutoring system to give feedback to students.” [David Baume, Collective Wisdom, ILT Lecturers Workshop 2003] • Personal Academic Advisor (PAA) as critical friend, encourage discourse

  3. Tools to assist the student (& PAA) • Learning style inventory (in PDP/HEO) can identify strategy to improve weak area(s) • “Negotiated summative assessment… Enable more learner input” (Baume) - peer marking of group project - marking grid - negotiated viva • Mentoring, StaRs, academic training, rights

  4. What can we do? • Clear module/ assessment specification, learning outcomes & assessment criteria enable students (& PAAs) to plan, discuss & develop assessment strategy • PAA can “ask students how they could show their attainments… Systematically canvass students for their views” (Baume) • Identify resources & needs (eg SEN)

  5. When can we do it? Assessment stages • Discuss expectations and outcomes • Encourage formative feedback – self and peer • Review progress & diagnosis • Consult, listen & respond to student comment • Use summative self & peer assessment • Reflect & analyse – develop the critical self • Feedback to staff to shape future assessment

  6. How can we do it? • Department/undergraduate centre strategy - proactive, outreach • PAA team supported by course administrators • Identify intervention points & students at risk of failure • Guide, review, monitor & assure progression • Build confidence in student ability to self-assess & reflect critically on achievements & ability

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