During an idle moment this lunchtime I had a five minute look at THES (26.10.07). The front page headline calls for debate as a lack of consistency on marking is 'inherently frail'. Also this article reports mainly on assessment with little reference to peer or self assessment it is worth noting that this lack of consistency is a problem for academics. The article reports that students are increasingly litigious about marking and the current practice may find it difficult to stand up to the fact tat student marks are entirely accurate. It raises interesting points as to current styles and practices to improve accuracy.
If in the future we are seeking new ways in which students are assessed, specifically in relation to assessing group work you have to think that the WebPA software may become more common. As part of this project we are attempting to identify why someone would use WebPA and new reports and articles such as this may prompt academics to seek and explore new working practices. We have already identified that using a self and/or peer assessment system involves students in the process so it might help them to feel that they obtain more accurate marks and help to provide more genuine feedback. This may reassure students that the mark they receive is actually what they deserve.
The more people that seek new methods the more lessons can be learnt. We intend to involve students when evaluating the WebPA system as we want to know the student experience. Thus we can ask students whether they prefer using WebPA compared to other methods. We could also ask students about their concerns about accuracy and whether WebPA helps to curb any apprehensions about accuracy of the marks/grades they receive.
If you get a chance to read THES (26.10.07) the headline is well worth a read. Please do get in touch either through our JISCmail list (http://www.jiscmail.ac.uk/archives/webpa.html) or to me directly by replying to this post or via email (s.p.loddington@lboro.ac.uk)
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1 comment:
At the risk of being contrary for the sake of it... I wonder whether there is currently too much emphasis of assessment in higher education. It is a very blunt tool to measure something as delicate and intangible as student learning and personal development.
A very cynical friend of mine suggested once that the purpose of assessment is to give a patina of respectability to the otherwise disruptive and often disreputable process of learning.
Anyway, that's enough fluffy educationalism, back to project reports!
Cheers
David
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