The Impact of Assessment on Student Learning

Rust, Chris

doi:10.1177/1469787402003002004

Cited by 338 publications

(128 citation statements)

References 8 publications

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“…However, despite assertions by Purchase (2000) that peer-assessment requires specific criteria that students understand, research by Orsmond et al (1996Orsmond et al ( , 2000Orsmond et al ( , 2002 and Rust (2002) indicates that even where there were both written and verbal Marking peer assessment 723 briefings, students still differed in their understanding of some criteria in comparison with both their peers and their tutors.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, the nature of the research required the students to engage with their feedback, not something that tutors can normally take for granted! In a sense, the research had inadvertently done what Rust (2002) suggests when he advocates creating 'feedback exercises that force students to actively engage with that feedback ' (p. 153).…”

Section: Experience Of Feedbackmentioning

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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Section: Introductionmentioning

confidence: 99%

Section: Experience Of Feedbackmentioning

confidence: 99%

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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“…Assessment's impact on student learning is well established (e.g. Rust 2002), including technology-based assessment (e.g. Kirkwood and Price 2008).…”

Section: Introductionmentioning

confidence: 99%

Worth it? Findings from a study of how academics assess students’ Web 2.0 activities

Gray¹,

Waycott²,

Clerehan³

et al. 2012

Research in Learning Technology

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Educational commentators have offered many pedagogical rationales for using Web 2.0 to support learning in higher education, and academics are being encouraged to find ways for their students to use social web technologies. Questions arise as to the value of these activities compared to more conventional assignments, and whether implementing such changes to student assessment is worth the effort. We conducted a survey of academics' assessment of students' Web 2.0 activities in Australian universities and found that this form of assessment is being conducted by a small number of academics, in a range of fields of study, but mainly in Humanities and Social Sciences, with varying kinds of intended and actual learning outcomes. Blogging and wiki-writing predominate, low and medium-stakes assessment are most common, and different methods of marking and feedback are in use. Qualitative feedback from the survey and follow-up interviews gave further insights into benefits and challenges of Web 2.0 assessment in relation to pedagogy, policy and practice. It appears that academics' conservative approaches to conducting assessment and their novice approaches to utilising social web technologies are factors which seriously limit realising the potential of Web 2.0 for medium or high-stakes assessment.

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“…Further research confirms the effect that assessment, including technology-based assessment, has on supporting and extending student learning (Earl 2003;Kirkwood and Price 2008;Rust 2002). An extensive review of literature relating to the use of assessment rubrics in higher education by Reddy and Andrade (2010) identifies the link between rubric use, increased student achievement and improved academic performance.…”

Section: Literature Reviewmentioning

confidence: 80%

Practical assessment on the run – iPads as an effective mobile and paperless tool in physical education and teaching

Franklin

Smith

2015

Research in Learning Technology

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This paper investigates the use of iPads in the assessment of predominantly second year Bachelor of Education (Primary/Early Childhood) pre-service teachers undertaking a physical education and health unit. Within this unit, practical assessment tasks are graded by tutors in a variety of indoor and outdoor settings. The main barriers for the lecturer or tutor for effective assessment in these contexts include limited time to assess and the provision of explicit feedback for large numbers of students, complex assessment procedures, overwhelming record-keeping and assessing students without distracting from the performance being presented. The purpose of this pilot study was to investigate whether incorporating mobile technologies such as iPads to access online rubrics within the Blackboard environment would enhance and simplify the assessment process. Results from the findings indicate that using iPads to access online rubrics was successful in streamlining the assessment process because it provided pre-service teachers with immediate and explicit feedback. In addition, tutors experienced a reduction in the amount of time required for the same workload by allowing quicker forms of feedback via the iPad dictation function. These outcomes have future implications and potential for mobile paperless assessment in other disciplines such as health, environmental science and engineering.

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The Impact of Assessment on Student Learning

Cited by 338 publications

References 8 publications

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

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

Worth it? Findings from a study of how academics assess students’ Web 2.0 activities

Practical assessment on the run – iPads as an effective mobile and paperless tool in physical education and teaching

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