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Making assessment accessible: a student-staff partnership perspective

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journal contribution
posted on 26.03.2020, 09:14 by Pascale Lorber, Steve Rooney, Mark Van Der Enden
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.

History

Citation

Pascale Lorber, Steve Rooney & Mark Van Der Enden (2019) Making assessment accessible: a student–staff partnership perspective, Higher Education Pedagogies, 4:1, 488-502, DOI: 10.1080/23752696.2019.1695524

Version

VoR (Version of Record)

Published in

HIGHER EDUCATION PEDAGOGIES

Volume

4

Issue

1

Pagination

488 - 502 (15)

Publisher

ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD

issn

2375-2696

eissn

2375-2696

Acceptance date

14/11/2019

Copyright date

2019

Available date

18/12/2019

Publisher version

https://www.tandfonline.com/doi/full/10.1080/23752696.2019.1695524

Language

English