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ERIC Number: EJ680299
Record Type: Journal
Publication Date: 2004-Dec-1
Pages: 16
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0260-2938
EISSN: N/A
Available Date: N/A
Using Assessment Criteria as Learning Criteria: A Case Study in Psychology
Norton, Lin
Assessment and Evaluation in Higher Education, v29 n6 p687-702 Dec 2004
In this paper it is argued that the current trend of making assessment criteria more explicit in higher education may have a deleterious effect on students' learning. Helping students to concentrate on assessment criteria paradoxically means that they may take a strategic approach and end up focusing on the superficial aspects of their assessment tasks, rather than engaging in meaningful learning activity. One solution might be to re-conceptualize assessment criteria as 'learning criteria' using Biggs' principle of constructive alignment in curriculum development and delivery. To illustrate how this can work in practice, a case study is presented detailing the development of a counselling psychology module over several years to progressively incorporate a text-based adaptation of the problem-based learning approach. Student evaluations of the approach are presented together with some examples of feedback given on students' work to demonstrate the effects on students' understanding and functioning knowledge
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Publication Type: Journal Articles; Reports - Evaluative; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A