Creating Communities of Shared Practice: The challenges of assessment use in learning and teaching

Elwood, Jannette; Klenowski, Valentina

doi:10.1080/02602930220138606

Cited by 143 publications

(99 citation statements)

References 6 publications

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“…Both peer and self-assessment techniques enhance autonomy in students' learning and help to foster a metacognitive skill set (Brown andKnight, 1994, Elwood andKlenowski, 2002). Candy et al (1994) highlight the importance of peer and self-assessment in their finding that identification of educational needs is fundamental to successful lifelong learning.…”

Section: Peer-assessment Reviewmentioning

confidence: 99%

A Simulated peer-assessment approach to improve students’ performance in numerical problem-solving questions in high school biology

Scott

2016

Journal of Biological Education

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Basic mathematical fluency is a prerequisite for success in a wide array of areas in biology and it has been noted that many students are deficient in this skill. In this paper, the use of a simulated peer-assessment activity is investigated as a method to improve performance in numerical problem solving questions in high school biology. Additionally, the benefits of using simulated, rather than real, student's answers in peer-assessment is discussed. The study involved a small cohort of students who carried out a simulated peer-assessment as a classroom activity and their improvement in performance and attitude towards the activity was measured. The results demonstrate that a simulated peer-assessment activity is suitable as a replacement for standard peer-assessment and that students' attitudes favour the simulated approach.

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Section: Peer-assessment Reviewmentioning

confidence: 99%

A Simulated peer-assessment approach to improve students’ performance in numerical problem-solving questions in high school biology

Scott

2016

Journal of Biological Education

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“…Research suggests that assessment shapes students' perceptions of learning in higher education (Ramsden, 1992) and that students need to understand assessment processes in order to be effective learners (Elwood & Klenowski, 2002). However, the mechanisms by which students develop an understanding of assessment are unclear.…”

Section: Introductionmentioning

confidence: 99%

“…Active engagement with assessment criteria during peer marking is seen as beneficial in helping students understand how they will be assessed by tutors (Elwood & Klenowski, 2002). In addition, various writers stress the importance of student involvement in constructing marking criteria (Habeshaw et al, 1993;Brown & Knight, 1994).…”

Section: Introductionmentioning

confidence: 99%

“…(p. 126; cited in Orsmond et al, 2000) Recent research has also explored the difficulty of understanding assessment from the students' point of view (Lea & Street, 2000). Elwood and Klenowski (2002) draw on the notion of 'communities of shared practice' and a social constructivist theory of learning in recognizing that students only come to be absorbed into the 'culture of practice', and thus learn about assessment, through participation in the assessment process.…”

Section: Introductionmentioning

confidence: 99%

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Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment

Bloxham

West

2004

Assessment & Evaluation in Higher Education

153

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“…On theoretical grounds, reflection writing has the potential to positively impact many facets of the learning experience, both cognitively and emotionally (Boud et al, 1985;Mezirow et al, 1990;Wong, Kember, Chung, & Yan, 1995). For example, reflection journals are considered to be a form of metacognition, an ability whose positive impact on learning and academic performance is well documented (e.g., Elwood & Klenowski, 2002;Shepard, 2000;van Kraayenoord & Paris, 1997). Furthermore, reflection journals can enhance awareness of the feelings and attitudes triggered by the learning process and in turn motivate transformation (e.g., Boud et al, 1985;Mezirow, 1990).…”

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confidence: 99%

Evaluating the Implementation and Effectiveness of Reflection Writing

2017

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There is ample theoretical justification for incorporating reflection exercises as a tool for preparing students for life beyond university, yet the utility of such exercises needs to be documented if resources are to be devoted to their implementation. This study describes the implementation and evaluates the effectiveness of a reflection exercise that was introduced in an entry-level undergraduate psychology course. Students completed four periodic reflection journals and submitted an essay summarizing their progress as learner at the end of the semester using examples from the journals to support their reflection. Multiple qualitative analysis methods were used to measure the reflective content of the summary essays. The analyses support the effectiveness of the exercise in promoting reflection on the process of learning including strengths, weaknesses, learning strategies, competence, efforts, and emotions. In addition, reviewing the reflective essays provided the instructor with invaluable insight into the students’ experience. We conclude that reflection writing can be incorporated in undergraduate studies to encourage the development of life-long learning skills with reasonable time requirements. Suggestions for modes of implementation as well as future avenues of research are discussed. Il existe une ample justification théorique à l’incorporation d’exercices de réflexion en tant qu’outils pour préparer les étudiants à la vie après l’université, et pourtant l’utilité de tels exercices a besoin d’être documentée avant de consacrer des ressources à leur mise en oeuvre. Cette étude décrit la mise en oeuvre et évalue l’efficacité d’un exercice de réflexion qui a été présenté dans un cours de premier cycle en psychologie. Les étudiants ont complété quatre journaux de réflexion personnelle au cours du semestre et à la fin du cours, ils ont rédigé un essai dans lequel ils ont résumé leurs progrès en tant qu’apprenants en utilisant des exemples tirés de leurs journaux pour soutenir leur réflexion. Plusieurs méthodes d’analyse qualitative ont été utilisées pour mesurer le contenu réflectif des essais. Les analyses soutiennent l’efficacité de l’exercice pour favoriser la réflexion sur le processus d’apprentissage, y compris les forces, les faiblesses, les stratégies d’apprentissage, la compétence, les efforts et les émotions. De plus, le fait d’avoir examiné les essais de réflexion a fourni à l'instructeur des indications d’une valeur inestimable sur l’expérience des étudiants. Nous concluons que la rédaction réflective peut être incorporée dans les études de premier cycle pour encourager le développement de compétences d’apprentissage qui serviront tout au long de la vie et ce selon des exigences raisonnables quant au temps requis. Des suggestions de divers modes de mise en oeuvre ainsi que d’avenues pour des recherches futures sont également discutées.

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Creating Communities of Shared Practice: The challenges of assessment use in learning and teaching

Cited by 143 publications

References 6 publications

A Simulated peer-assessment approach to improve students’ performance in numerical problem-solving questions in high school biology

A Simulated peer-assessment approach to improve students’ performance in numerical problem-solving questions in high school biology

Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment

Evaluating the Implementation and Effectiveness of Reflection Writing

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