Maddalena Taras
Posts: 1
 |
| 24/05/2007 17:04 |
|
Case study by Rosario Hernandez, expert facilitator Maddalena Taras
This review examines one example of good practice which includes learners in the development of assessment criteria for formatively assessed work. It summarises the main ideas according to the sections and then a number in brackets e.g. (1), signals a question or issue which I have found pertinent to the development.
This is a very interesting case study which examines how students engaged with developing assessment criteria for Spanish writing tasks for final year undergraduates. The aim is to develop learner’s communicative competence through production of a variety of written Spanish texts: written activities, a learning journal and a written portfolio. Not only is it an interesting research study, but it also raises pertinent questions about assessment.
Description of the Case study
The process describes how student groups negotiate and develop agreed criteria according to good practice; subsequently, the class discuss and agree final criteria to use with written work by students, and tutors in formative work (1).
The agreed criteria were used for assessment in the following ways:
a) teacher assessed and then discussed the assessment with the student
b) peers were provided with anonymised work to assess and provide feedback
c) individual tutorial (week 6) on reflective self-evaluation + samples from learning journal
Rationale
One of the central issues is that students should be active participants.
One reproach of peer and self-assessment models is that students often have to use the criteria provided (Brew 1999).
The important issue of feedback is raised: that formative assessment can enhance learning when provided with quality feedback (Black and Wiliam 1998) (2)
It uses the first principle from the REAP project.
Evaluation
Subjectivity is problematic because the tutor/researcher is the same person, but the advantage is that the research is not intrusive.
Students are shown to be happier with co-operative criteria and use expressions such as “more democratic” and “fairness”.
Some student concerns were:
1. to ensure the exercise is taken seriously, and the best criteria are adopted
2. the criteria were not preferred by all
3. there were no grades provided by tutor or peers (or self?)
4. how to understand standards without grades (3)
Questions
(1) I would be interested in having a list of the criteria the students agreed on.
(2) How was quality feedback ensured in this case study?
Ramaprasad 1983/Sadler 1989 state that feedback is only such if it is use?
(3) The students perhaps raised the most important concerns of all. How were these concerns addressed?
For participants
Before Rosario answers these questions, what do you think are the main issues raised by this case study.
Boud, D.J. (1995) Enhancing learning through self assessment, London, Kogan Page.
Cowan, J. (2006) On Becoming an Innovative University Teacher Reflection in Action (Second Edition). OUP, Oxford.
Ramaprasad, A. (1983). On the definition of feedback. Behavioural Science, 28, 4-13.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 145-165.
Stefani, L.J. (1998) Assessment in Partnership with Learners, Assessment & Evaluation in Higher Education, Vol. 23, No. 4, pp.339-350
|
|
|
|
|
Rosalind Duhs
Posts: 3
|
| 29/05/2007 08:31 |
|
I found this case study very exciting because it puts many of the principles of adult learning (such as active involvement in the process and responsibility for one's own learning) into practice. It would be interesting to know if Rosario felt that students' learning was enhanced as a result of their ability to influence assessment criteria. Did their summative results compare favourably with the results of other groups of students on the same course who did not benefit from the opportunity to shape (and therefore understand) criteria?
Rosalind Duhs |
|
|
|
|
Yandi Andri Yatmo
Posts: 1
|
| 30/05/2007 04:28 |
|
| This case study provides an assessment strategy that encourages students' responsibility of their own learning. I am interested to know to what extent the teacher's intervention is necessary during the development of assessment criteria by the students. Are there any differences between criteria developed by the students compared to the criteria that are considered essential by the teachers? It would also be interesting to know whether the autonomy of students in defining criteria might be developed as the students progress through their learning, which means the intervention of teachers would become less and less necessary. |
|
|
|
|
Rosario Hernandez
Posts: 3
|
| 30/05/2007 10:50 |
|
Sorry for the delay in replying to you. I had some problems with my log in yesterday.
Rosalind, I have not quantitative data to illustrate that the summative results of those students compared favourably with other students who did not have the opportunity to participate in the development of criteria. However, having read their learning journals, it seems that throught the reflection about the criteria, they were able to plan their work better in the light of the criteria. Using the criteria also made them conscious about the need to revise their work more carefully before completion, which in most cases resulted in a better assignment than when the criteria were not consciously applied by them. |
|
|
|
|
Charlotte Taylor
Posts: 4
|
| 30/05/2007 10:57 |
|
| We use student involvement in creating assessment criteria in a rather different way but still find that it empowers students, and gives them some ownership over the process. In our case there are always more than 1000 students in the course who are working with tutors in first year biology lab classes. Students create critera with which to assess sample answers to a topic relevent to the lab class. We then show them the criteria we have developed over the years for assessing their lab reports - they are always practically identical - though differences in language do occur. Once students realise that we are all working with the same expectations they feel more in control of their subsequent assignment writing process. |
|
|
|
|
Rosario Hernandez
Posts: 3
|
| 30/05/2007 11:27 |
|
| I think that the way in which criteria are developed or agreed may vary according to the size of the groups involved. In my experience, the dialogue that takes place between teachers and students about criteria allows to demystify what is in our minds when we assess students work, or when they are involved in assessment. It helps us to develop a common understanding, as Charlotte describes it, and give students ownership of the criteria. |
|
|
|
|
Derek Rowntree
Posts: 35
|
| 30/05/2007 12:22 |
|
For me, Rosario's interesting case study raises the question of how far, in inviting students to formulate assessment criteria, are we, in effect, inviting them to formulate learning objectives (either for the course as a whole or for tasks within it)? And the further question of whether it might be possible for students to do this satisfactorily in all subject areas without already being so expert in the subject (I guess I'm thinking of Charlotte's biology and other sciences) that they are no longer in need of the instruction!
Also, Rosario, is there any chance you could show us the kind of criteria your students did formulate? |
|
|
|
|
Martin Mackain-Bremner
Posts: 2
|
| 30/05/2007 13:46 |
|
There is some real-time discussion going on in this area through a couple of blogs:
1. http://www.teachandlearn.ca/blog/2007/05/27/making-assessment-personally-relevant/, reviewed at:
2. http://www.downes.ca/cgi-bin/page.cgi?post=40325 and also at:
3. http://www.cetis.ac.uk/members/scott/blogview?entry=20070530104608
|
|
|
|
|
Derek Rowntree
Posts: 35
|
| 30/05/2007 18:01 |
|
| Thanks Martin, that's some interesting material you've pointed out to us. |
|
|
|
|
Damian Ruth
Posts: 6
|
| 31/05/2007 01:27 |
|
| I am also interested the issue raised by Derek. I think it might depend on the level of student or course, but I would want to make a clear distinction between a learning objective and an assessment criteria. The subject matters too of course; a personal objective may be worthwhile, but not relevent if one has to know the stress levels of certain materials. To open up for discussion how one may assess a degree of knowledge or the extent of a capacity may bring into question the value of that knowledge or capacity. Would that perhaps be the highest level of learning? |
|
|
|
|
Gillian Palmer
Posts: 4
|
| 31/05/2007 11:44 |
|
As a proponent of involving adult learners in setting their own assessment criteria, how does Rosario see this fitting in to the 'objectives v outcomes' debate?
To really simplify that comment: is it easier, this way, to ensure programme outcomes are met than it is to ensure that one meets course objectives? |
|
|
|
|
Derek Rowntree
Posts: 35
|
| 31/05/2007 13:03 |
|
You did a great job on the chat, Rosario, dealing with that avalanche of questions!
Regarding students grading other students, I am trying to imagine how difficult I might find it to give someone what I thought was a realistic grade for their Spanish prose writing at a time when I am still far from confident about my own. Do you find this a problem? |
|
|
|
|
Rosario Hernandez
Posts: 3
|
| 31/05/2007 13:33 |
|
| Thanks Derek, it was hard to address all the ideas coming from the participants. I hope my answers were OK. I agree with you that it is not fair to ask students to grade their classmates when their linguistic competence is still low. I feel that those students benefit more from working with other students who have more linguistic skills and by getting a good understanding of the prose writing produced by the more able students. Ultimately, the teacher as the expert can bring them to a better understanding of what they need to do in order to improve their writing |
|
|
|
|
