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ERIC Number: EJ1126813
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Marks Should Not Be the Focus of Assessment -- But How Can Change Be Achieved?
Thompson, Darrall G.
Journal of Learning Analytics, v3 n2 p193-212 2016
This paper attempts to address the possibility of real change after a hundred years of exam-based assessments that produce a single mark or grade as feedback on students' progress and abilities. It uses visual feedback and analysis of graduate attribute assessment to foreground the diversity of aspects of a student's performance across subject boundaries. The use of assessment as the key driver and data source requires the refocusing of staff and student attention away from marks and towards the development of knowledge literacies, conceptual frameworks, and a broad range of personal qualities and skills. It is suggested that the use of student self-assessment with visual feedback on progress in important attributes can engage students with assessment as part of their personal and professional development. Web-based software (REVIEW) developed by the author and refined for more than a decade to facilitate this approach retains categorized and colour-coded student progress data through the day-to-day criterion-referenced marking of assignments and exams. It has been practically applied in four Australian universities with pilot schemes now beginning at the secondary/high school level. This paper examines a typical application at the author's institution with background research and insights into the challenges involved.
Descriptors: Evaluation Methods, Student Evaluation, Self Evaluation (Individuals), Feedback (Response), Visual Stimuli, Computer Software, Criterion Referenced Tests, College Students, Foreign Countries, Computer Assisted Testing, Job Skills, College Graduates, Grading
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A