Making assessment accessible: a student–staff partnership perspective

Abstract

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.

Driving digital skills enhancement: Student content creators

“…It is worth noting from Lorber et al (2019) that common challenges to the staffstudent partnership involve students being sceptical regarding the extent to which they can share their involvement and contribution, which can lead to barriers for effective collaboration in developing the learning and teaching environment. Bovill et al (2011) and Marquis et al (2016) both suggest that this is closely linked with the aspect of challenging traditional roles and models that might result in hesitancy and staff feeling uncomfortable with this necessary change in power relation.…”

“…Bovill et al (2011) and Marquis et al (2016) both suggest that this is closely linked with the aspect of challenging traditional roles and models that might result in hesitancy and staff feeling uncomfortable with this necessary change in power relation. Lorber et al (2019) rationalised that this will often result in uneasiness with providing students with greater input and the time resources required for the success of a partnership work.…”

Student-Staff Partnership in a Chinese Language Class in Japan: A Case Study of Speaking Test Practice

“…A student-staff partnership transcends formal mechanisms of student representation and feedback by positioning students at the forefront of their educational experience. Actively engaging students in shaping the curriculum, and collaborating with staff to enhance the design, delivery, and evaluation of teaching, learning, and assessment, not only increases their learning motivation but also fosters a sense of belonging to an engaged learning community (Pascale, Steve & Mark, 2019). Furthermore, involving students in decision-making empowers them to take an active role in shaping their educational experience.…”