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Assessment in higher education: supporting students’ first experiences

Assessment in higher education: supporting students’ first experiences

Headington, Rita (2010) Assessment in higher education: supporting students’ first experiences. In: Fifth European Conference on the First Year Experience (EFYE), 26-28 May 2010, Plantijn University College, Antwerp, Belguim. (Unpublished)

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Abstract

The first summative assignment of a degree is daunting for students. More than 'answering the question', it encompasses structure, language and referencing in the ‘new’ higher education context. A few students ask tutors for support in interpreting written assignment guidance, many will hold discussions with peers to gain confidence in their analysis of the assignment requirements, others will work in isolation.
In 2008 we developed a new approach to the first assignment. Students work in pairs to compare and contrast school placement contexts in respect of educational theory, building on formative feedback from tutors and peers in the first term.
This innovation session reports on student and staff evaluation following two years of operation of the ‘Joint Report’, drawing upon survey and interview data and course outcomes.

Item Type: Conference or Conference Paper (Paper)
Additional Information: This is a Powerpoint presentation given at the Fifth European Conference on the First Year Experience (EFYE), held 26-28 May 2010, Plantijn University College, Antwerp, Belguim.
Uncontrolled Keywords: assessment, feedback, undergraduate
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Pre-2014 Departments: School of Education
School of Education > Department of Primary Education
Related URLs:
Last Modified: 14 Oct 2016 09:14
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/5494

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