Journal article
The calibration of student judgement through self-assessment: disruptive effects of assessment patterns
Higher Education Research & Development, Vol.34(1), pp.45-59
2015
Abstract
Can extended opportunities for self-assessment over time help students develop the capacity to make better judgements about their work? Using evidence gathered through students' voluntary self-assessment of their performance with respect to assessment tasks in two different disciplines at two Australian universities, the paper focuses on the effects of sequences of units of study and the use of different types of assessment task (written, oral, analysis, and project) in the development of student judgement. Convergence between student criteria-based gradings of their own performance in units of study and those allocated by tutors was analysed to explore the calibration of students' judgement over time. First, it seeks to replicate analyses from an earlier smaller-scale study to confirm that students' judgements can be calibrated through continuing opportunities for self-assessment and feedback. Second, it extends the analysis to coherently designed sequences of units of study and explores the effects of different types of assessment. It finds that disruptive patterns of assessment within a sequence of subjects can reduce convergence between student and tutor judgements.
Details
- Title
- The calibration of student judgement through self-assessment: disruptive effects of assessment patterns
- Authors/Creators
- D. Boud (Author/Creator) - University of Technology SydneyR. Lawson (Author/Creator) - University of WollongongD.G. Thompson (Author/Creator) - University of Technology Sydney
- Publication Details
- Higher Education Research & Development, Vol.34(1), pp.45-59
- Publisher
- Taylor & Francis
- Identifiers
- 991005540905507891
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Journal article
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- 6 Social Sciences
- 6.11 Education & Educational Research
- 6.11.31 Self-Regulated Learning
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- ESI research areas
- Social Sciences, general