Using assessment criteria as learning criteria: a case study in psychology

Norton, Lin

doi:10.1080/0260293042000227236

Cited by 86 publications

(55 citation statements)

References 30 publications

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“…There is little evidence, however to suggest that criterion referenced assessment has improved student learning or strengthened the overall reliability of assessment. Some have even argued that the current trend of making assessment criteria more explicit may have a deleterious effect on student learning (Gonzalez-Arnal and Burwood 2003;Norton 2004). A review of recent literature offers a wide range of documented difficulties in the use of criterion-referenced assessment.…”

Section: Assessment Criteria: the Knowledge Problemmentioning

confidence: 99%

Beyond social constructivist perspectives on assessment: the centring of knowledge

Shay

2008

Teaching in Higher Education

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Over the past few decades assessment has been heralded for its key role in the improvement of teaching and learning. However, more recently there have been expressions of uncertainty about whether assessment is in fact delivering on its promised potential. Against this backdrop of uncertainty and circumspection this paper offers a critical reflection on higher education assessment discourses with a particular focus on the discourse of criterion referenced assessment. The central argument is that while the social constructivist perspective has significantly illuminated our understanding of assessment, inadvertently the very object of assessment Á knowledge Á has been eclipsed. I propose that a fruitful way forward for our assessment practices is the centring of disciplinary forms of knowledge as an explicit component of the object of our assessment. Drawing on sociologists of education Á Basil Bernstein and Karl Maton Á I stake out some of the theoretical ground for reconceptualising the relationship between knowledge and assessment.

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Section: Assessment Criteria: the Knowledge Problemmentioning

confidence: 99%

Beyond social constructivist perspectives on assessment: the centring of knowledge

Shay

2008

Teaching in Higher Education

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“…La evaluación debe ser coherentes con los elementos que conforman el proceso de enseñanza y aprendizaje y sobretodo, con los objetivos y las actividades que se plantean en el transcurso del proceso, de modo que la evaluación, debe integrarse en el mismo proceso de aprendizaje que llevan a cabo los alumnos mientras realizan actividades (Wiliam, 2000;Reagraves, Earl y Schmidt, 2002;Dochy, 2004;Norton, 2004). Según el momento del proceso de enseñanza y aprendizaje (o unidad didáctica, en éste caso) en el que se realice la evaluación, se diferencia en (Coll, Martín y Onrubia, 2001;Sanmartí, 2007):…”

Section: Usos De La Evaluación En Los Diferentes Momentos De Unidadesunclassified

“…Al inicio de la exposición, se hacía especial hincapié en la concepción de la evaluación como elemento inherente a los procesos de enseñanza y aprendizaje y a la función pedagógica de la misma en tanto que permite ajustar la ayuda educativa a lo largo del proceso de enseñanza y aprendizaje (Pintrich, 2000;William, 2000;Coll, Martín y Onrubia, 2001;Broadfoot y Black, 2004;Torrano y González, 2004;Delgado et al, 2005;MCdonald, 2006;Birembaum et al, 2006) así como los diferentes usos de la misma en los diferentes momentos de una secuencia didáctica (Wiliam, 2000;Coll, Martín y Onrubia, 2001;Reagraves, Earl y Schmidt, 2002;Dochy, 2004;Norton, 2004;Sanmartí, 2007).…”

Section: Conclusionesunclassified

Usos De La Evaluación en Los Diferentes Momentos De Unidades Didácticas Cooperativas

Perales¹,

Llanos²

2016

Revista INFAD de Psicología

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The traditional conception of learning assessment has been conceived, often, as an independent process of teaching and learning process, but assessment and, more concretely, inclusive assessment has an opposite point of view and it is considerate as an inherent element of this process. This research focus on inclusive assessment in cooperative learning contexts, in schools that implement the CL/LC Program: cooperate to learning, learning to cooperate, developed by the GRAD's members (Diversity Attention Research Group) of University of Vic. Considering the methodology that propose that program, and the planning and development of didactic units at different moments they can be divided through cooperative structures the hypothesis on the study are linked to a first approximation of the use of evaluation along the process of teaching and learning by teachers. The research results support the hypothesis that implement the CL/LC Program in classrooms should be go according to an inclusive assessment that allow regulate and adjust the educational assistance to students.Keywords : inclusive assessment, learning regulation, cooperative learning, ANTECEDENTESLa presente comunicación forma parte una tesis doctoral que se está desarrollando sobre la evaluación que realizan los docentes que implementan el aprendizaje cooperativo en sus aulas. Se inscribe en el Programa de Doctorado en Educación Inclusiva, concretamente en el GRAD (Grupo de investigación sobre atención a la diversidad) de la Universidad de Vic, en un proyecto financiado que lleva por título Estudio de casos sobre el desarrollo y el proceso de asesoramiento de un programa de apoyos educativos inclusivos (PROYECTO PAC2)1 .

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“…This is a useful way to help them understand and operationalize those criteria, or in other words, to internalize them. However, it is important to dissuade students from using mechanistic strategies or thinking that these examples are standard (Norton, 2004).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

The way students’ internalize assessment criteria on inquiry reports

Bruno

Santos

Costa

2016

Studies in Educational Evaluation

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A B S T R A C TThis paper, based on two case studies, presents an interpretative research on the processes used by high school students to internalize the assessment criteria of Physics and Chemistry inquiry reports. Findings support that understanding the assessment criteria is complex, mainly because of its terminology. However the discussion of exemplars can have a crucial role in this process. In order to operationalize the assessment criteria, students used strategies stemming from the social context (teacher, peers and other didactic sources) as well as from their individual experience (errors made, engagement in critical thinking and the creation of a favorable environment). However it also showed that some differences in operationalizing the assessment criteria were related to different students' profile. The results point to a multi-strategy pedagogical approach to enhance students' internalization of assessment criteria. Nevertheless reducing the tension between teachers' expectations and students' own standards of quality showed to be a complex process.

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Using assessment criteria as learning criteria: a case study in psychology

Cited by 86 publications

References 30 publications

Beyond social constructivist perspectives on assessment: the centring of knowledge

Beyond social constructivist perspectives on assessment: the centring of knowledge

Usos De La Evaluación en Los Diferentes Momentos De Unidades Didácticas Cooperativas

The way students’ internalize assessment criteria on inquiry reports

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