NDLI: Does This Make Sense? Student Perceptions of Assessment Criteria

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Does This Make Sense? Student Perceptions of Assessment Criteria

Content Provider	Semantic Scholar
Author	English, Penny Lovell
Copyright Year	2012
Abstract	This project set out to improve the effectiveness of the feedback received by students in Anglia Law School. The trigger for this was our annual period of reflection on the NSS results, specifically those relating to feedback. Despite considerable progress in this respect, resulting from focusing on the quality and accessibility of feedback, a doubt remained. Are we treating the symptoms rather than the cause of the evident lack of satisfaction with feedback? An examination of the relevant literature confirms that there is a perception gap between students’ understanding of assessment criteria and the intended meaning tutors intend to convey. The effectiveness of feedback rests not only on its quality and timeliness but also requires a common understanding between tutor and student concerning the assessment criteria relating to that assessment task: without this missing link, feedback cannot fulfil its intended purpose of feeding forward into subsequent work. The merits of a variety of formats for feedback sheets were examined and a prototype developed which takes the module learning outcomes as the starting point both for detailed assessment criteria and the format of written feedback, thereby aligning module learning outcomes, assessment design, marking criteria and feedback into a seamless process.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://www.lta.anglia.ac.uk/cmsAdmin/uploads/15_english.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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