Student role in assessment

Peter Chalk

Academic Leader

Undergraduate Centre TB2

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

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

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)

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

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