Despite claims that universities aim to develop critical thinkers and reflective practitioners, students rarely are given the opportunity to meaningfully reflect on their own performance in and learning from assessment situations. Academic judgements are privileged: student judgement is excluded. In the innovation reported by Thompson et al., student judgement is placed at the centre of the assessment experience and calibrated to industry expectations through conversations with practicing professionals. Both students and staff acknowledged that the process helped students to think like (reflective) practitioners. The innovation was quite simple but powerful.
What might you as a teacher do to let go of some control of assessment and grading, and build in opportunities for students to make meaningful and rewarded (through marks and grades) judgements about their own learning, mistakes and performance?
Full article can be found:
Student & tutor consensus: a partnership in assessment for learning │ Assessment and Evaluation in Higher Education (2016)
By Thompson et al.