Developing autonomy via assessment for learning

Sambell, Kay and Sambell, Alistair (2019) Developing autonomy via assessment for learning. In: Bryan, Cordelia and Clegg, Karen, (eds.) Innovative assessment in higher education: a handbook for academic practitioners, 2nd edition. Routledge, Taylor & Francis, London, UK, pp. 173-189. Full text not available from this repository.

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Official URL: https://doi.org/10.4324/9780429506857-16

Abstract

This chapter focuses on two case studies in which lecturers employed an holistic model of assessment for learning to redesign their assessment practices across a whole module as part of a ground-breaking effort to embed assessment for learning across an institution. In each instance, self and peer reviewing of formative tasks, accompanied by extensive student–teacher dialogue about corresponding teacher reviews, were embedded as pedagogical techniques to help students learn to evaluate their own work partway through the module. Analysis of the student viewpoint on these reviewing activities highlights some of the issues that surround the use of assessment to develop autonomy as an outcome, especially in the context of increasing diversity.

Item Type: Book Section
Publisher: Routledge, Taylor & Francis
ISBN: 9780429506857
Departments: Non-Initial Teacher Education (Non-ITE)
Additional Information: Kay Sambell, Visiting Professor, Institute of Education, University of Cumbria, UK. Chapter 15 within book.
Depositing User: Anna Lupton
Date Deposited: 13 Jun 2019 09:16
Last Modified: 13 Jun 2019 09:16
URI: http://insight.cumbria.ac.uk/id/eprint/4838

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