Assessment in Wonder Land: "Alice: It would be so nice if something made sense for a change"

TL;DRAbstract

Aim This paper draws on an action research project to explore tutors’ and trainees’ perceptions of the use of a meta-rubric deigned to provide transparency within the assessment and feedback processes. The aim of the paper is to illuminate practice in formative assessment with a view to improving it. Content and hoped for impact on practice Tutors invest significant time in providing traditional written assessment feedback to students, yet, research evidence (Sadler, 1998, Black et al, 2004) asserts that the use of more formative assessment practice has the capacity to empower students as learners and potentially improve their performance. Formative assessment involves teacher-learner interaction shifting the emphasis to actively engage students in their learning. Therefore, in response to student and tutor requests for increasing transparency in the assessment and feedback process, a meta-rubric was devised by an assessment working group, which was used with a small group of students.

Chat with Paper

AI Agents for this Paper