Communicating Ancient Sport

By peteandrews Comment Closed

Barbara Goff     School of Humanities     b.e.goff@reading.ac.uk

Overview

In my Part 2 module ‘Ancient Sport’ I offer students a choice between a traditional essay and an ‘outreach project’, which requires them to communicate an aspect of ancient sport to a non-academic audience, perhaps for schools or for the general public.

Objectives

  • To develop students’ communication skills in an attractive way
  • To diversify assessment in a relevant way (I first taught the module in an Olympics year)
  • To foster students’ sense of their own employability by developing a range of skills.
  • To engage students more fully in an assessment that draws on creativity and imagination.
  • I also hoped that students would have fun with the assessment, which they definitely have done.

Context

The module ‘Ancient Sport’ investigates Ancient Greek and Roman sporting activities with a focus on relating these to concepts of gender, desire, citizen identity, political power, and empire.  The histories of art, architecture and engineering are also important.  Amy Smith, the Curator of the Ure Museum, suggested the outreach project when I started planning the new module.  I consulted with other colleagues in Study Advice, and the then Teaching and Learning Dean, in order to design the assessment effectively.   I monitored the success of the outreach project via evaluations and discussion with students as well as via assessing the work itself, and recursively amended rubric and feedback sheet in order to communicate what students needed to do, and to guide their practice by clarifying criteria.

Implementation

Each outreach project has to be accompanied by a commentary on a relevant ancient text, a bibliography of secondary literature, and a reflective essay.   I start talking to the students about the assessment choices at the beginning of term.  Towards the end of term, students discuss their chosen project with me and get some feedback on how it is developing.   The module includes a workshop on outreach communications, run by Kim Shahabudin, a colleague from Study Advice, and we share with the students the specific rubric and feedback form which I have developed to address the various elements of the assessment.  We also situate the assessment in the context of employability, pointing towards the importance of being able to reflect on one’s own work, as well as stressing research and communication skills.

Impact

The outreach project assessment has been very successful, with many evaluations picking it out as a strength of the module.  In informal conversations, it has become clear that students understand the link with employability, e.g. with their ambitions towards teaching, journalism or museum work. Over the years students have produced work such as videos both educational and entertaining, board games, museum trails, short stories, comics and magazines.  I have been impressed by the effort, imagination, humour and creativity that students have put into their work, and also by their ability to reflect on their achievements, any limitations of their projects, and the decisions that they had to make along the way.  I have been particularly gratified when students who have struggled with the traditional essay, for a variety of reasons, have found an assessment activity in which they can really shine.  We have used several projects on Open Days and in workshops for local schools.

Reflections

What has mainly contributed to the success of this activity is simply the effort and commitment of the students, and I am very glad to have elicited such good work.  This activity has also been very well supported by colleagues in Study Advice and in the Ure Museum, for which I am grateful.  The activity has required me to rethink things like assessment criteria and rubrics, which I have found useful overall in my teaching.

Follow up

I find it very productive to approach assessment as a way of fostering employability and a variety of skills.  As Departmental Director of Teaching and Learning I am keen for the Department to continue to extend such opportunities for students to engage with a variety of assessment.  I have given extra publicity to our Independent Project module, which offers an alternative to the dissertation.  Although I shall rest ‘Ancient Sport’ for a while, I shall develop a creative writing assessment in a Part 3 module.  We are going to investigate the transformations of the figure of Helen of Troy, across different literary genres and periods, and students will have the opportunity to produce their own version of Helen, in poetry, short story, script, or other text.  Reflection as well as research will be a significant part of this assessment.

 

Refreshing Professional Practice

By edwardwhite Comment Closed

Refreshing our professional practice module

Name/School/ Email address

James Lloyd / ACD (Typography) /  j.c.lloyd@reading.ac.uk

Overview 

In 2017/18 we reviewed and revamped our flagship professional practice scheme known as ‘real jobs’. The impacts include: a significant increase in the number of students regularly attending feedback sessions and engaging with the process; a large number of highly presentable concluding reflective reports from students; a reduced impact on staff resource due to better management of information and processes; and greater level of clarity among the student body about the existence and benefits of the scheme.

Objectives

  • Boost student engagement
  • Embed contemporary workflows
  • Streamline assessment and feedback
  • Centralise information and information management
  • Initiate a briefing session for all students, for the first time
  • Generate more competent (and compelling) outcomes. Our new blog at typography.network/real-jobs collects students reflective reports on these projects
  • Increase student exposure to industry professionals
  • Give feedback as jobs are completed, rather than right at the end of the course
  • Provide students with personal, engaging stories to tell on job applications and at interviews

Context

This work is part of TY3PRP on our BA Graphic Communication course. The genesis of these changes came from a sense that the current system was stretched due to increasing student numbers and lack of staff time. We needed to centralise and standardise more procedures in order to free up most staff to function better in their primary role (as design supervisors) and leave issues relating to project management, industry practice and print production to new staff members with a more dedicated set of roles (specifically in professional print production and professional design management). We also sought to address the fact that Real Jobs had never been fully integrated into the modular system on which the University now runs, making it an outlier in many areas (including assessment, timetabling and briefing) and thus causing confusion to students.

Implementation

Surfacing the issues

The project was initiated following detailed discussion with Rob Banham, our DDTL, based on his experience of running the Real Jobs scheme for around a decade. We also took advantage of the training and techniques offered on the University’s Academic Practice Programme (which Geoff Wyeth and I participated in for 18 months) to assess, flesh out and test Rob’s analysis of the issues. It became clear the scheme was characterised by lack of clarity (with no real assessment criteria or workflow) and lack of student engagement (with the keenest students always doing well, but the majority shying away from the scheme). It also felt excessively manual in its admin – reliant on the generosity of staff time, rather than robust processes.

Planning for professionalisation

Over Summer 2017 I planned a new process, taking in feedback and concerns from a wide range of staff and students, trying to address a wide variety of issues and encode solutions into:

  • A Filemaker database of jobs, clients and students (for staff admin use only)
  • A Trello online project management board (used by supervisors and students). The board acts as a contract, a step-by-step process and a live project management tool, mirroring many aspects of life as a professional designer
  • A blackboard organisation – so the scheme has a VLE for the first time
  • A new annual briefing session for all Part 1 students, late in the year
  • A revised format for weekly Real Job meetings
  • A new rubric, mapped to new assessment criteria

Launch

We launched formally in Autumn term 2017, with most of the tools in-place.

In order to get all students up to speed, we ran the induction briefing session for all three year groups. The induction was crucial to the success of these changes. By bringing in staff, graduates and potential clients, we carry all students through a model for the new process over a two-hour session. They experience a dry run of the whole thing, and hear reflections from students and clients who’ve already been through it. The goal is to bring active awareness to the scheme and its process, so that when they attack projects for real, the barriers feel reduced.

Impact

The outcome is an entirely new process, much more tightly focused on student understanding, user needs and a more engaging and defined set of tasks – while still allowing students to explore projects in their own way.

Attendance at Real job meetings has gone from an average of around 9 students per week to something more like 30 or 40. A increased calibre of discussion has also been noted by staff.

Final reports have been transformed into more professional, thoughtful, meaningful and marketable blog posts.

Assessment is simpler. More time consuming, but more thorough, and clearer.

Higher throughput of jobs.

Students who DON’T wish to pursue a career as a professional designer now have a parallel route, through Experiential Learning Assignments that let them write about design rather than practice it.

Reflections

The changes work because there has been a top-to-tail review with solutions carefully targeted across a range of goals. Most of these solutions are working as expected, though there is room for improvement

As a Department we still lack the resources to truly ensure that all students and all jobs stay on track. We have more visibility and better insights, but process steps can be skipped without immediate remedy.

The assessment process is more involved than planned, and is not yet happening as jobs are completed, but still at the end of each year.

It’s hard to measure the impact on employability.

Only a few students take advantage of the offer of a thorough pre-press check on their work.

Follow Up 

We have continued to refine assessment criteria and rubric style, in an effort to simplify things for staff and students.

ELAs (which let students get credit for non-design aspects of their studies) are being rolled out slowly.

A module review is needed to assess whether students are entirely satisfied with the way the scheme runs. Anecdotal evidence suggest some students still find the prospect of these projects daunting, and they find ways to avoid engagement.

TEF

LE2, SO1, LE3

Links

http://typography.network/real-jobs-scheme/

http://typography.network/about-real-jobs/

https://www.bb.reading.ac.uk/webapps/blackboard/execute/announcement?method=search&context=course&course_id=_130257_1&handle=cp_announcements&mode=cpview (login required)

 

Increasing Engagement Through Use of Collections

By edwardwhite Comment Closed

Using collections in teaching & learning

Name/School/Email address
Rob Banham / ACD / r.e.banham@reading.ac.uk

Overview 
The work undertaken was to engage UG students in design history and printing history through its lettering, printing, and graphic design collections. The impact was improved attendance and greater engagement of students with history modules, increased use of collections by staff in other modules, development of new modules, and UROPs.

Objectives
• Increase attendance and engagement in the UG module history of graphic communication
• Improve students understanding by revisiting topics covered in lectures
• Encourage students to develop skills in analysis and debate
• To enable students to learn through task-based learning activities, rather than traditional seminars

Context
TGC’s approach to teaching design has always involved history, theory, and practice. Over time, changing practices and new technologies in design and printing meant that the history of the subject has become less connected with current design practice. UG students were therefore less inclined to positively engage with modules with a historical focus. The activity was undertaken to make history teaching in TY1HG (now TY1HG1) more dynamic and engaging, using interactive sessions with TGC’s collections, and task-based learning, in place of traditional seminars.

Implementation
• New module outcomes and seminar content for TY1HG1 (History of Graphic Communication 1), with task-based learning, relating to material from TGCs collection
• Additions to TGC’s collections

Impact
The revised module content achieved its immediate aims of improving student attendance and engagement in seminars, with students frequently commenting positively in module evaluation about the inclusion of collections-based seminars. Students were also more engaged with associated lectures, and with the coursework submissions and examination in the TY1HG1 module. There were also further, unexpected outcomes. The popularity of the revised module led to student requests for additional opportunities to study the history of the subject and new modules were introduced in Part 1 (TY1PRI: History of Printing and Printmaking, TY1HG2: History of Graphic Communication 2) and Part 3 (TY3ES: Ephemera Studies). There was also an uplift in the number of students using collections in general, and TGC’s collections in particular, as the basis for dissertations in Part 3. Staff also began to employ collections-based sessions in practical design modules across all three years.

Reflections
The activity was successful for a number of reasons. Students have the confidence to participate in seminars because the task-based learning activities mean that they can discuss questions in pairs or groups before sharing their answers. This is particularly appreciated by students with learning styles not suited to traditional seminars, or from WP backgrounds who tend to be intimidated by them. Students also find the hands-on nature of these seminars much more engaging than a straightforward discussion of sources and, perhaps most importantly, find the seminars a useful way of consolidating their learning from associated lectures. The activity had wider impact because the good practice and positive student feedback were shared through staff and student evaluation and review of teaching. The activity could have been better implemented by involving students in developing the revised module description, by de-colonizing the module curriculum (which we will be working on over the next 12 months), and providing students with more training regarding how to handle collections materials.

Follow Up
The TY1HG1 module has continued to evolve, with the introduction of new seminar topics, classes looking at University Special Collections and (as outlined above) new modules and increase use of collections in practical project teaching.

TEF
LE1, TQ1

Embedding employment in the curriculum: the MSci graduate showcase!

By peteandrews Comment Closed

Tamara Wiehe     School of Psychology and Clinical Language Sciences     t.wiehe@reading.ac.uk

Overview

Students on our programme – MSci Applied Psychology (Clinical) – are training to become qualified Psychological Wellbeing Practitioners (PWPs) so employment is naturally embedded in the curriculum. However, the existing career development session was originally designed for students on the postgraduate course so it required some adaptation for undergraduates. This is where the MSci Graduate Showcase event came in! I organised and facilitated a 45-minute ‘speed dating’ type event where our previous students who are employed in a range of roles in clinical psychology came to share their experiences and support our current students with their career development.

Objectives

  • To learn about a wide range of career options within clinical psychology from MSci graduates.
  • To consider the steps to put in place during Part 4 that will help students work towards their chosen career path.
  • Encourage networking between graduates and current students.

Context

Aspects of the original career development session were used to create the new session. It was appropriate to keep the event on the final teaching day of the year as this is when students are close to qualifying and are starting to think about the next steps in their career. However, the original session was created for postgraduate students who are employed by an NHS service so the career options reflected this. Educators used their experience as practitioners to make the session as engaging as possible but we all felt as though it needed a new lease of life. The new event aimed to address these two issues by discussing a wider range of career options in clinical psychology for our undergraduate students and by inviting some of our MSci graduates who are employed in the field back to the University to share their first hand experiences.

Implementation

After delivering the same session about 5 times over the past few years, I knew it was time to make some changes when it came to planning the event for the current cohort. The following steps took place over the past 4 months:

  1. Identifying the issues with original session and sharing these with the programme director to see if there was scope to make changes.
  2. Planning the event with the programme director to ensure it met the learning objectives and remained in line with the national PWP curriculum and BPS standards.
  3. Contacting some of our MSci graduates to invite them to the event.
  4. Sharing the plans for the event with our current students so that they had time to prepare.
  5. Confirming the MSci graduates attendance and sharing ideas on how to engage students during the event.
  6. Organising the layout of the room so that students were sat in small groups and formatting the activity using the ‘speed dating’ approach to maximise engagement.
  7. Facilitating the event on the teaching day.
  8. Evaluating the outcomes to then amend the event for future cohorts.

Impact

The event was a success and met the learning objectives!

Our students said that they enjoyed speaking to people who are currently doing the role and a wide range of roles were represented. They learned about how the graduates got to where they are now as they were sat in the same position not too long ago and also where they are heading. It gave them time to think about the next steps in their career.

Our MSci graduates said that the students were engaged as they were asking lots of relevant questions and it also gave them a chance to reflect on how far they have come and where they are heading.

Whilst looking around the room, I felt a sense of pride for how far both my current and previous students have come since I’ve known them. They are all extremely dedicated and passionate about their chosen career path and will go on to make a real difference in the world, what a testament to themselves and the University.

Reflections

I believe that the event was successful due to three main reasons:

  1. I created a session that reflected the needs of the students and made sure that the atmosphere was relaxed to encourage engagement.
  2. The students who took part were engaged and willing to learn from others who were in their position not too long ago.
  3. The MSci graduates were willing to volunteer their time and expertise for the event.

In terms of improving this event, our students suggested that we could find someone who is currently training to become a clinical psychologist; this is something we will explore when preparing for the event next year. I reflected that we needed to number the tables (simple really!) to aid the transitions when moving the graduates around the room.

Based on the success of this event, we definitely want to continue it with future cohorts. As well as the above suggestions, we will review any further comments that arise from more formal student evaluation and amend the event for future cohorts.

From boning a duck to reflecting on utopia in English Literature: Using blogs in teaching, learning and assessment

By peteandrews Comment Closed

Lauren McCann, Centre for Quality Support and Development   l.j.mccann@reading.ac.uk

Chloe Houston, School of Literature and Languages   c.houston@reading.ac.uk

In the 2009 hit film ‘Julie et Julia’, real life American office worker Julie Powell (Amy Adams) spends a year cooking her way through culinary legend Julia Child’s ‘Mastering the Art of French Cooking’ and ‘blogs’ about it. Powell picks up a following and generates a dialogue with her readers who comment on her posts and offer her advice, from how to prepare a lobster to how to bone a duck. Blogs are, of course, more than just about French cooking. There are blogs about all sorts of things. They have never been bigger and have become an increasingly useful tool in education too. In this article, we’ll explore this tool and find out how it’s been used for summative assessment on the BA in English Literature.

What is a blog?

A blog – short for web log – is a personal online journal that can include various media and is intended for sharing with others, like an open web-based diary. Most blogs have some kind of commenting system so that people can share their thoughts on entries. Blogs encourage students to clearly express their ideas and engage in social learning.

In Blackboard Learn, instructors can create and manage blogs from within a course. Enrolled users can then view and create entries and comments in them. They can be used for various purposes and as a tool for both formative and summative assessment, providing an alternative to more traditional methods.

Case study: Using blogs in English Literature at the University of Reading

Dr Chloe Houston has used the blog tool this year in a new third year module, ‘Utopia: The Ideal Society in English and American Literature’. Chloe was interested in diversifying the assessment methods experienced by her students and in moving away from the conventional essay. Aware that after graduation, students could be expected to write in a variety of media for a range of audiences, she was keen to give them the opportunity to write in a different format and share their ideas with their peers.

In getting ready to use the tool, Chloe did a good deal of preparation which was key to her ultimate success, contacting TEL CQSD for advice and researching academic blogs. She set up a Blackboard blog to be used as 50% of the module’s assessment in which students were expected to post entries during the term. An inexperienced blogger, she made use of a post-graduate student with relevant experience to help prepare the students and provided support materials. Mid-term evaluation suggested students were enjoying working in this way and end of module evaluations confirmed this, with the additional benefit that Chloe found the assessments more varied and interesting to mark! When asked if she had any advice for other staff thinking about trying out blogging, she exclaimed, “Immerse yourself in the blogging culture and just do it!”

Student Josie Palmer was one of a number who reported positively on her experiences of using the blog tool: “With students having grown up around technology… I feel a blog is a positive step forward in the way work is assessed. It’s easy to access and manage, it’s interactive, as you can read other student’s work and comment on what they have written… This differs greatly from essays… [The blog] gives students the opportunity to upload work and receive feedback more frequently… We are given more of an opportunity to explore ideas in different ways, with a simple format, as opposed to putting all the work collected over a term into one final essay. I think that as a format of assessment the blog works brilliantly!”

In this short video, Chloe discusses her use of the blog in her module:

What next?

If this article has inspired you to find out more about using the blog tool in your own teaching, please see Blackboard’s Support for Staff tab and/or contact the TEL CQSD team for advice. You can also subscribe to the TEL team’s very own blog at http://blogs.reading.ac.uk/tel/

Bibliography

Salmon, G, 2013. E-tivities: The Key to Active Online Learning . 2nd ed. Abingdon: Routledge.

Downes, S, 2004. Educational Blogging . EDUCAUSE Review , [Online]. 39 (Number 5), 14-26. Available at: http://www.downes.ca/post/40939 [Accessed 01 March 2016].

Hammond , M , (2006). Blogging within Formal and Informal Learning Contexts: Where are the Opportunities and Constraints?’  In Networked Learning. University of Warwick , 2006.

Julie et Julia , 2009. [DVD] Nora Ephron, USA: Sony Pictures.

Sharing the ‘secrets’: Involving students in the use (and design?) of marking schemes

By peteandrews Comment Closed

Rita Balestrini, School of Literature and Languages, r.balestrini@reading.ac.uk

Overview

Between 2016 and 2018, I led a project aiming to enhance the process of assessing foreign language skills in the Department of Modern Languages and European Studies (MLES). The project was supported by the Teaching and Learning Development Fund. Its scope involved two levels of intervention: a pilot within one Part I language module (Beginners Italian Language) and other activities involving colleagues in all language sections and students from each year of study. The project enabled the start of a bank of exemplars for the assessment of a Part I language module; promoted discussion on marking and marking schemes within the department; and made possible a teacher-learner collaborative appraisal of rubrics.

Objectives

  • To enhance Beginners Italian Language students’ understanding of rubrics and their assessment literacy
  • To increase their engagement with the assessment process and their uptake of feedback
  • To engage MLES students as agents of change in the assessment culture of the department
  • To stimulate innovation in the design of rubrics within the MLES Language Team and contribute to develop a shared discourse on assessment criteria and standards informed by the scholarship of assessment

Context

In recent years, there has been an increasing demand to articulate explicitly the standards of assessment and to make them transparent in marking schemes in the form of rubrics, especially in Foreign Languages. It is widely held that the use of rubrics increases the reliability of assessment and fosters autonomy and self-regulation in students. However, it is not uncommon that students do not engage with the feedback that rubrics are supposed to provide. In 2016, the language team of the Department of Modern Languages and European Studies started to work at the standardisation and enhancement of marking schemes used to assess language skills. The aim of this multi-layered project was to make a positive contribution to this process and to pilot a series of activities for the enhancement of foreign language assessment.

Implementation

  • Review of research literature and scholarly articles on the use of standard-based assessment, assessment rubrics, and students-derived marking criteria.
  • Presentation on some of the issues emerged from the review at a School T&L Away Day on assessment attended by the MLES language team (April 2017) and at a meeting of the Language Teaching Community of Practice (November 2017).
  • Organisation of a ‘professional conversation’ on language assessment, evaluation and marking schemes as a peer review activity in the School of Literature and Languages (SLL). The meeting was attended by colleagues from MLES and CQSD (February 2018).
  • 2016-17 – Two groups of students on the Beginners Italian Language module were asked for permission to use exemplars of their written and oral work for pedagogic practice and research. Ten students gave their informed consent.
  • Collection of written and oral work, double-marked by a colleague teaching one of the groups.
  • 2017-2018 – Organization of two two-hour workshops on assessment for a new cohort of students. Aim: To clarify the link between marking criteria, learning outcomes and definitions of standards of achievement of the module. An anonymised selection of the exemplars collected the previous year was used a) ‘to show’ the quality of the standards described in the marking schemes and b) for marking exercises.
  • 2017 – Organisation of three focus groups with students – one for each year of study – to gain insights into their perspectives on the assessment process and understanding of marking criteria. The discussions were recorded and fully transcribed.
  • The transcriptions were analysed by using a discourse analysis framework.
  • Some issues emerged from the analysis: atomistic approach of rubrics; vagueness of the standards; subjectivity of the evaluation; problematic measuring of different aspects of achievement; rating scales anchoring (for a more comprehensive account of the focus groups see the Engage in T&L Blog post Involving students in the appraisal of rubrics for performance-based in Foreign Languages).
  • Developed, in collaboration with three students from the focus groups, a questionnaire on the use of rubrics. The questionnaire was intended to gather future students’ views on marking schemes and their use.

Impact

This multi-layered project contributed to enhance the process of assessing foreign language skills in MLES in different ways.

  • The collection of exemplars for the Beginners Italian Language module proved to be a useful resource that can also be used with future cohorts. The workshops were not attended by all students, but those who did attend engaged in the activities proposed and asked several interesting questions about the standards of achievement described in the marking schemes (e.g. grade definitions; use of terms and phrases).
  • The systematic analysis of the focus groups provided valuable insights into students’ disengagement with marking schemes. It also brought to light some issues that would need to be addressed before designing new rubrics.
  • The literature review provided research and critical perspectives on marking schemes as a tool of evaluation and a tool for learning. It suggested new ways of thinking about marking and rubrics and provided a scholarly basis for potential wider projects. The discussion it stimulated, however different the opinions, was an important starting point for the development of a shared discourse on assessment.

Reflections

The fuzziness of marking students’ complex performance cannot be overcome by simply linking numerical marks to qualitative standard descriptors. As mentioned in a HEA document, even the most detailed rubrics cannot catch all the aspects of ‘quality’ (HEA, 2012) and standards can be better communicated by discussing exemplars. There is also an issue with fixing the boundaries between grades on a linear scale (Sadler, 2013) and the fact that, as Race warns, the dialogue between learners and assessors (Race, HEA) can easily be broken down by the evaluative terms typically used to pin down different standards of achievement. Despite all these pitfalls, in the current HE context, rubrics, if constructed thoughtfully and involving all stakeholders, can benefit learning and teaching.

By offering opportunities to discuss criteria and standards with students, rubrics can help to build a common understanding of how marks are assigned and so foster students’ literacy, especially if their use is supported by relevant exemplars.

The belief that rubrics need to be standardised across modules, levels and years of study makes designing rubrics particularly difficult for ‘foreign languages’. Cultural changes require time and the involvement of all stakeholders, especially where the changes concern key issues that are difficult to address without a shared view on language, language learning and assessment. A thorough discussion of rubrics can provide chances to share ideas on marking, assessment and language development not only between students and staff but also within a team of assessors.

I have tried to engage students in the appraisal of rubrics and to avoid a market research approach to focus groups. It is clear that, if we are committed to make any assessment experience a learning experience and to avoid the potential uneasiness that rubrics can cause students, we need to explore new ways of defining the standards of achievement in foreign languages. Establishing pedagogical partnerships with students seems a good way to start.

Follow up

I will encourage a differentiation of rubrics based on level of language proficiency and a collection of exemplars for other language modules. The natural follow up to this project would be to continue enhancing the rubrics used for evaluation and feedback in languages in the light of the analysis of the focus group discussions and the review of the literature on assessment, ideally with the collaboration of students. Possible connections between the marking schemes used to assess language modules and cultural modules will be explored.

References

HEA, 2012. A Marked Improvement. Transforming assessment in HE. York: Higher Education Academy.

Race, P. Using feedback to help students to learn [online] Available at https://www.heacademy.ac.uk/knowledge-hub/using-feedback-help-students-learn   [accessed on 15/8/2018]

Sadler, D. R. 2013. The futility of attempting to codify academic achievement standards. Higher Education 67 (3): 273-288.

 

Links to related posts

‘How did I do?’ Finding new ways to describe the standards of foreign language performance. A follow-up project on the redesign of two marking schemes (DLC)

Working in partnership with our lecturers to redesign language marking schemes 

Involving students in the appraisal of rubrics for performance-based assessment in Foreign Languages By Dott. Rita Balestrini