Co-creation of Marking Criteria: Students as Partners in the Assessment Process

Meer, Nicky; Chapman, Amanda

doi:10.11120/bmhe.2014.00008

Cited by 28 publications

(21 citation statements)

References 25 publications

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“…Engaging the students through the entire assessment process, from developing their own marking criteria to using it for self and peer assessment can be a way to overcome language barriers and to improve all students integration in their community of practice (Meer and Chapman, 2014b).…”

Section: Importance Of Feedbackmentioning

confidence: 99%

Using the assessment process to overcome Imposter Syndrome in mature students

Chapman

2015

Journal of Further and Higher Education

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Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form• a hyperlink/URL to the original Insight record of that item is included in any citations of the work • the content is not changed in any way• all files required for usage of the item are kept together with the main item file. You may not• sell any part of an item• refer to any part of an item without citation • amend any item or contextualise it in a way that will impugn the creator's reputation• remove or alter the copyright statement on an item.The full policy can be found here. Alternatively contact the University of Cumbria Repository Editor by emailing insight@cumbria.ac.uk.Amanda Chapman, Academic and Quality Development, University of Cumbria amanda.chapman@cumbria.ac.uk Using the Assessment process to overcome Imposter Syndrome in Mature Students. AbstractThis research draws on the experience of a group of mature students' studies during their first year at university. All experienced varying degrees of Imposter Syndrome, feelings of fraudulence and a lack of confidence in their ability. The process of 'becoming' a mature student is one of identity change and risk. Gaining a sense of belonging to the institution and academia is an important part of the transition year, but the assimilation into the culture of university life can be problematic.The first assessment for all students can be seen as a 'rite of passage' on the journey of 'belonging'. So for mature students who may have had a substantial gap in their education, this can be a critical moment in their progression through the transition year. Negotiation through the culture and language of academia can lead to misunderstanding and self-doubt, and the process of assessment can be an emotional journey for some students.In this article the students describe their experiences of the assessment process and their need for feedback. Facing the judgement of their peer group and the academic staff was a particular fear of most of the students, as was the difficulty in both 'getting started' and 'letting go' of their written work. The article will conclude with a discussion of the role of assessment in relation to confidence building and to overcoming Imposter Syndrome.

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Section: Importance Of Feedbackmentioning

confidence: 99%

Using the assessment process to overcome Imposter Syndrome in mature students

Chapman

2015

Journal of Further and Higher Education

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“…The use of crowdsourcing in education alongside insights from the students-as-partners approach (Matthews, 2017) makes way for respectful, mutually beneficial learning partnerships where students and staff work together. Successful examples of such partnerships have led to co-creation of curricula (Bovill, 2013); marking criteria (Meer & Chapman, 2014); and assessment items via the popular PeerWise platform (Denny et al, 2008), which has inspired RiPPLE. The use of crowdsourcing in ALSs is also beginning to receive attention.…”

Section: Content Repositorymentioning

confidence: 99%

RiPPLE: A Crowdsourced Adaptive Platform for Recommendation of Learning Activities

2019

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This paper presents a platform called RiPPLE (Recommendation in Personalised Peer-Learning Environments) that recommends personalized learning activities to students based on their knowledge state from a pool of crowdsourced learning activities that are generated by educators and the students themselves. RiPPLE integrates insights from crowdsourcing, learning sciences, and adaptive learning, aiming to narrow the gap between these large bodies of research while providing a practical platform-based implementation that instructors can easily use in their courses. This paper provides a design overview of RiPPLE, which can be employed as a standalone tool or embedded into any learning management system (LMS) or online platform that supports the Learning Tools Interoperability (LTI) standard. The platform has been evaluated based on a pilot in an introductory course with 453 students at The University of Queensland. Initial results suggest that the use of the RiPPLE platform led to measurable learning gains and that students perceived the platform as beneficially supporting their learning. Notes for Practice• Adaptive learning systems (ALSs) dynamically adjust the level or type of instruction based on individual student abilities or preferences to provide a customized learning experience.• However, ALSs require access to a large repository of learning resources, which are commonly created by domain experts. This makes them expensive to develop and challenging to scale across different domains.• We introduce an ALS called RiPPLE that uses a crowdsourcing approach to engage students in creating, moderating, and evaluating learning resources. This both reduces the cost of content generation and has the potential to foster higher-order learning across many domains.• Initial results suggest that using RiPPLE may lead to measurable learning gains and that students perceived the platform as beneficially supporting their learning.

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“…Assessment is identified as a particular area of focus (Healey et al, 2014; Higher Education Academy, 2015) and as previously highlighted numerous studies involving students more closely in the assessment and feedback process have been conducted. Not many studies, however, involve students in co-writing assessment criteria or marking rubrics or producing student-owned versions of these (see, for example in this context: Greenbank, 2003;Stefani, 1998;Rust, O'Donovan, & Price, 2010;Meer & Chapman, 2015). The next section will briefly outline the potential benefits of doing so.…”

Section: Student-staff Partnershipsmentioning

confidence: 99%

Making assessment accessible: a student–staff partnership perspective

Lorber

Rooney

Enden

2019

Higher Education Pedagogies

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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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Co-creation of Marking Criteria: Students as Partners in the Assessment Process

Cited by 28 publications

References 25 publications

Using the assessment process to overcome Imposter Syndrome in mature students

Using the assessment process to overcome Imposter Syndrome in mature students

RiPPLE: A Crowdsourced Adaptive Platform for Recommendation of Learning Activities

Making assessment accessible: a student–staff partnership perspective

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