Pub Date : 2023-12-11DOI: 10.1080/02602938.2023.2291340
Qianru Lyu, Wenli Chen, Junzhu Su, Kok Hui John Gerard Heng
Though implementing feedback provided by peers has been an essential step for learning efficiency in peer feedback activities, it remains challenging for students. This study aims to explore the in...
{"title":"Steps to implementation: the role of peer feedback inner structure on feedback implementation","authors":"Qianru Lyu, Wenli Chen, Junzhu Su, Kok Hui John Gerard Heng","doi":"10.1080/02602938.2023.2291340","DOIUrl":"https://doi.org/10.1080/02602938.2023.2291340","url":null,"abstract":"Though implementing feedback provided by peers has been an essential step for learning efficiency in peer feedback activities, it remains challenging for students. This study aims to explore the in...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138572112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.1080/02602938.2023.2291341
Cedomir Gladovic, Joanna Hong-Meng Tai, Kelli Nicola-Richmond, Phillip Dawson
To progress with their learning, students need to be able to make judgements about the quality of their own work and the work of others. This capability is known as evaluative judgement. The import...
{"title":"How can learners practice evaluative judgement using qualitative self-assessment?","authors":"Cedomir Gladovic, Joanna Hong-Meng Tai, Kelli Nicola-Richmond, Phillip Dawson","doi":"10.1080/02602938.2023.2291341","DOIUrl":"https://doi.org/10.1080/02602938.2023.2291341","url":null,"abstract":"To progress with their learning, students need to be able to make judgements about the quality of their own work and the work of others. This capability is known as evaluative judgement. The import...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"7 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138572191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.1080/02602938.2023.2286432
José Carlos Ocampo, Ernesto Panadero, David Zamorano, Iván Sánchez-Iglesias, Fernando Diez Ruiz
Previous research has demonstrated the benefits of peer feedback for improving student work. Gender, as an individual characteristic, is now receiving increased attention due to its influence on th...
{"title":"The effects of gender and training on peer feedback characteristics","authors":"José Carlos Ocampo, Ernesto Panadero, David Zamorano, Iván Sánchez-Iglesias, Fernando Diez Ruiz","doi":"10.1080/02602938.2023.2286432","DOIUrl":"https://doi.org/10.1080/02602938.2023.2286432","url":null,"abstract":"Previous research has demonstrated the benefits of peer feedback for improving student work. Gender, as an individual characteristic, is now receiving increased attention due to its influence on th...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"82 5","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-21DOI: 10.1080/02602938.2023.2278017
Yuhuan Zhao, Fuhui Zhang, Christian D. Schunn, Ping He, Di Li, Yifan Zhao
Dialogic peer feedback has been recommended and increasingly used in English as a foreign language writing context, yet the specific effects of peer-to-peer written dialogue about feedback remain u...
{"title":"Feedback, feedback-on-feedback and re-feedback: effects of written dialogic peer feedback on English as a foreign language writing","authors":"Yuhuan Zhao, Fuhui Zhang, Christian D. Schunn, Ping He, Di Li, Yifan Zhao","doi":"10.1080/02602938.2023.2278017","DOIUrl":"https://doi.org/10.1080/02602938.2023.2278017","url":null,"abstract":"Dialogic peer feedback has been recommended and increasingly used in English as a foreign language writing context, yet the specific effects of peer-to-peer written dialogue about feedback remain u...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"85 8","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-20DOI: 10.1080/02602938.2023.2282941
Zoe Stephenson, Amy Jackson, Victoria Wilkes
The closed-door PhD and doctoral viva voce - the approach adopted in the United Kingdom - is esteemed by some as being a valuable academic tradition. However, an increasing body of literature and r...
{"title":"Student experiences of the ‘closed-door’ PhD and doctorate level viva voce: a systematic review of the literature","authors":"Zoe Stephenson, Amy Jackson, Victoria Wilkes","doi":"10.1080/02602938.2023.2282941","DOIUrl":"https://doi.org/10.1080/02602938.2023.2282941","url":null,"abstract":"The closed-door PhD and doctoral viva voce - the approach adopted in the United Kingdom - is esteemed by some as being a valuable academic tradition. However, an increasing body of literature and r...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"86 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-16DOI: 10.1080/02602938.2023.2281237
Chahna Gonsalves
Despite their widespread adoption and recognised benefits, rubrics have been critiqued for their potential misalignment with student needs. The voices of international students, who constitute a su...
{"title":"Democratising assessment rubrics for international students","authors":"Chahna Gonsalves","doi":"10.1080/02602938.2023.2281237","DOIUrl":"https://doi.org/10.1080/02602938.2023.2281237","url":null,"abstract":"Despite their widespread adoption and recognised benefits, rubrics have been critiqued for their potential misalignment with student needs. The voices of international students, who constitute a su...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"86 2","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1080/02602938.2023.2275519
Stephanie Wake, Madeleine Pownall, Richard Harris, Pam Birtill
Authentic assessments are designed to evaluate knowledge and skills that are relevant for students’ life beyond university, emphasising practical, applied skills. They offer an alternative to assessments that don’t explicitly foster transferability of skills. The present study examined undergraduate student perceptions of authentic and traditional assessments (N = 150). We used a qualitative story completion methodology to examine three domains: student’s emotional responses to authentic and traditional assessment forms, student’s perceptions of how different assessment types may benefit their employability, and student’s preferences for pedagogical support with authentic assessments. A qualitative content analysis revealed students generally perceive authentic, novel assessments to be exciting, motivating and inspirational; however, this was accompanied by feelings of uncertainty and unfamiliarity. More traditional assessments (e.g. essays and multiple-choice-question examinations) elicited feelings of comfort and preparedness, but students also felt worried, bored and unexcited by these assessments. Students appreciated creative freedom when lecturers set traditional assessments but would like more consideration of their feelings and need for support in authentic assessments. Hence, we argue, when advocating for authentic assessment, there is a balance to be struck between innovation and challenge, ensuring sufficient support for student’s psychological safety and feelings of comfort. Implications for practice are discussed.
{"title":"Balancing pedagogical innovation with psychological safety?","authors":"Stephanie Wake, Madeleine Pownall, Richard Harris, Pam Birtill","doi":"10.1080/02602938.2023.2275519","DOIUrl":"https://doi.org/10.1080/02602938.2023.2275519","url":null,"abstract":"Authentic assessments are designed to evaluate knowledge and skills that are relevant for students’ life beyond university, emphasising practical, applied skills. They offer an alternative to assessments that don’t explicitly foster transferability of skills. The present study examined undergraduate student perceptions of authentic and traditional assessments (N = 150). We used a qualitative story completion methodology to examine three domains: student’s emotional responses to authentic and traditional assessment forms, student’s perceptions of how different assessment types may benefit their employability, and student’s preferences for pedagogical support with authentic assessments. A qualitative content analysis revealed students generally perceive authentic, novel assessments to be exciting, motivating and inspirational; however, this was accompanied by feelings of uncertainty and unfamiliarity. More traditional assessments (e.g. essays and multiple-choice-question examinations) elicited feelings of comfort and preparedness, but students also felt worried, bored and unexcited by these assessments. Students appreciated creative freedom when lecturers set traditional assessments but would like more consideration of their feelings and need for support in authentic assessments. Hence, we argue, when advocating for authentic assessment, there is a balance to be struck between innovation and challenge, ensuring sufficient support for student’s psychological safety and feelings of comfort. Implications for practice are discussed.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136022952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1080/02602938.2023.2271188
Cecilia Ka Yuk Chan, Siaw Wee Chen
AbstractRecognition of teaching excellence has become a global trend in higher education as various schemes and awards are established as a way to assure stakeholders of the quality of teaching in universities. At present, there is a lack of research into what teaching excellence means from an institutional perspective. This study explores the conceptualisation of teaching excellence in 95 award documents from research-intensive and non-research-intensive higher education institutions as well as national and regional-level teaching excellence schemes. Data were collected from official institution websites and analysed using thematic analysis. The findings show that teaching excellence is defined by five dimensions of excellence (impact, innovation, inclusivity, scholarship of teaching and learning, and student-centredness) in six aspects of teaching (pedagogy, curriculum planning and design, assessment, student support, service to communities and professional development). A matrix is constructed based on the findings to explicate the concept of teaching excellence, and potential contradictions and tensions concerning the values emphasised in the dimensions of excellence are highlighted. The findings of this study have theoretical and practical implications for researchers, policy makers, staff development personnel and practitioners.Keywords: Teaching excellenceconceptualisationawards and recognitionorganisational culture Disclosure statementNo potential conflict of interest was reported by the author(s)Additional informationFundingThe research described in this article was funded through the General Research Fund of the Hong Kong Research Grants Council (project reference number 17602122) and UGC TDLEG.
{"title":"Conceptualisation of teaching excellence: an analysis of teaching excellence schemes","authors":"Cecilia Ka Yuk Chan, Siaw Wee Chen","doi":"10.1080/02602938.2023.2271188","DOIUrl":"https://doi.org/10.1080/02602938.2023.2271188","url":null,"abstract":"AbstractRecognition of teaching excellence has become a global trend in higher education as various schemes and awards are established as a way to assure stakeholders of the quality of teaching in universities. At present, there is a lack of research into what teaching excellence means from an institutional perspective. This study explores the conceptualisation of teaching excellence in 95 award documents from research-intensive and non-research-intensive higher education institutions as well as national and regional-level teaching excellence schemes. Data were collected from official institution websites and analysed using thematic analysis. The findings show that teaching excellence is defined by five dimensions of excellence (impact, innovation, inclusivity, scholarship of teaching and learning, and student-centredness) in six aspects of teaching (pedagogy, curriculum planning and design, assessment, student support, service to communities and professional development). A matrix is constructed based on the findings to explicate the concept of teaching excellence, and potential contradictions and tensions concerning the values emphasised in the dimensions of excellence are highlighted. The findings of this study have theoretical and practical implications for researchers, policy makers, staff development personnel and practitioners.Keywords: Teaching excellenceconceptualisationawards and recognitionorganisational culture Disclosure statementNo potential conflict of interest was reported by the author(s)Additional informationFundingThe research described in this article was funded through the General Research Fund of the Hong Kong Research Grants Council (project reference number 17602122) and UGC TDLEG.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135778599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1080/02602938.2023.2271193
Rola Ajjawi, Joanna Tai, Mollie Dollinger, Phillip Dawson, David Boud, Margaret Bearman
For over 30 years, the notion of authentic assessment in higher education has been adopted in academic practice, but it has managed to escape substantial critique. Although there have been multiple definitions and operationalisations of authentic assessment, current practice tends to foreground mimicking of work tasks. Authenticity cannot be completely unmoored from the reality of workplaces, the demands of the discipline, and the overall intended learning outcomes, however, a restricted view of how these aspects are represented in assessment can limit the sector’s ability to prepare graduates who can engage with and shape the changing world. This paper elaborates the multiple challenges that some conceptualisations of authentic assessment contribute to assessment planning, recognising that assessment design always requires compromise. Three theoretical perspectives on authenticity are introduced to open new possibilities for authenticity in assessment. These are (1) psychological authenticity; (2) ontological fidelity; and (3) practice theory perspectives. The final section discusses how learning design might offer a means to operationalise theory. The paper concludes by suggesting that authenticity in assessment continues to hold value for the sector beyond its current uses through stronger theoretical conceptualisation and operationalisation of authenticity.
{"title":"From authentic assessment to authenticity in assessment: broadening perspectives","authors":"Rola Ajjawi, Joanna Tai, Mollie Dollinger, Phillip Dawson, David Boud, Margaret Bearman","doi":"10.1080/02602938.2023.2271193","DOIUrl":"https://doi.org/10.1080/02602938.2023.2271193","url":null,"abstract":"For over 30 years, the notion of authentic assessment in higher education has been adopted in academic practice, but it has managed to escape substantial critique. Although there have been multiple definitions and operationalisations of authentic assessment, current practice tends to foreground mimicking of work tasks. Authenticity cannot be completely unmoored from the reality of workplaces, the demands of the discipline, and the overall intended learning outcomes, however, a restricted view of how these aspects are represented in assessment can limit the sector’s ability to prepare graduates who can engage with and shape the changing world. This paper elaborates the multiple challenges that some conceptualisations of authentic assessment contribute to assessment planning, recognising that assessment design always requires compromise. Three theoretical perspectives on authenticity are introduced to open new possibilities for authenticity in assessment. These are (1) psychological authenticity; (2) ontological fidelity; and (3) practice theory perspectives. The final section discusses how learning design might offer a means to operationalise theory. The paper concludes by suggesting that authenticity in assessment continues to hold value for the sector beyond its current uses through stronger theoretical conceptualisation and operationalisation of authenticity.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135728730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.1080/02602938.2023.2267803
Wasana Karunarathne, Chris Selman, Tracii Ryan
Feedback is a process in which students play a central role. To support this process, recent conceptual research suggests that students need to develop feedback literacies. However, additional empirical research is required to validate emergent frameworks of feedback literacy, including an investigation of the components of feedback literacy, their interconnections and their impact on students’ learning. This study assessed students’ level of feedback literacy and the interconnections between the theorised components of a framework developed by Carless and Boud. It also investigated the association between students’ uptake of tutor feedback and their performance on a nested and authentic assessment task. Participants were N = 130 first-year Business and Economics undergraduate students. Data were obtained from these students through a self-report survey, analysis of changes made based on tutor feedback, and grade improvement on their final assessment. The results support interconnections between some of the components of the feedback literacy framework, and suggest a positive association between student feedback literacy and task performance. These findings not only strengthen understandings of feedback literacy theory, but also help educators identify which areas of student feedback literacy most need to be improved to enhance the effective use of feedback.
{"title":"Evaluating student feedback literacies: a study using first-year business and economics students","authors":"Wasana Karunarathne, Chris Selman, Tracii Ryan","doi":"10.1080/02602938.2023.2267803","DOIUrl":"https://doi.org/10.1080/02602938.2023.2267803","url":null,"abstract":"Feedback is a process in which students play a central role. To support this process, recent conceptual research suggests that students need to develop feedback literacies. However, additional empirical research is required to validate emergent frameworks of feedback literacy, including an investigation of the components of feedback literacy, their interconnections and their impact on students’ learning. This study assessed students’ level of feedback literacy and the interconnections between the theorised components of a framework developed by Carless and Boud. It also investigated the association between students’ uptake of tutor feedback and their performance on a nested and authentic assessment task. Participants were N = 130 first-year Business and Economics undergraduate students. Data were obtained from these students through a self-report survey, analysis of changes made based on tutor feedback, and grade improvement on their final assessment. The results support interconnections between some of the components of the feedback literacy framework, and suggest a positive association between student feedback literacy and task performance. These findings not only strengthen understandings of feedback literacy theory, but also help educators identify which areas of student feedback literacy most need to be improved to enhance the effective use of feedback.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135855066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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