Learning to write in higher education: students’ perceptions of an intervention in developing understanding of assessment criteria.

Bloxham, Susan and West, Amanda (2007) Learning to write in higher education: students’ perceptions of an intervention in developing understanding of assessment criteria. Teaching In Higher Education, 12 (1). pp. 77-89. Full text not available from this repository.

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Abstract

This paper reports on the second phase of a project designed to improve students’ understanding of assessment demands. In Stage 1, Level 1 students were involved in a range of activities culminating in peer marking. This peer assessment was, itself, marked by the tutors to encourage students to engage positively with the process. Stage 2 of the project investigated whether these various intervention activities had any long-term impact on sports studies students’ approach to writing assignments. Interviews were conducted with six students who participated in Stage 1. For comparison purposes, a matched group of students from another vocationally-related course were also interviewed. The findings suggest that the peer assessment did encourage students to pay attention to assessment information. However, the students placed greater stress on the role of informal support, particularly verbal clarification of written guidance and feedback. The article concludes with a discussion of the implications for practice.

Item Type: Article
Journal or Publication Title: Teaching In Higher Education
Publisher: Taylor and Francis (Routledge)
ISSN: 1470-1294
DOI: https://doi.org/10.1080/13562510601102180
Related URL(s):
Departments: Faculty of Education, Arts and Business > Business, Law, Policing and Social Sciences > Policing, Criminology and Social Science
Services > Academic Quality & Development > CDEPP
Depositing User: Insight Administrator
Date Deposited: 14 Oct 2010 13:59
Last Modified: 26 Aug 2016 16:08
URI: http://insight.cumbria.ac.uk/id/eprint/220

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