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  • Journal of English for Academic Purposes4 (2005) 83–95 Pandora’s box: academic perceptionsof student plagiarism in writingWendy Sutherland-Smith*Likewise, Haggis andPouget’s (2002) research suggests that the greater heterogeneity of students incontemporary higher education means that we need greater clarity and explicitnessabout the approaches that students need to adopt in order to deal with ‘students’confusion and disorientation in the working context of specific subjects and actualwriting tasks, at the time they are experienced’is viewed by many academics as a kind of Pandora’s box - the elements containedinside are too frightening to allow escape for fear of the havoc that may result. Reluctance by many to discuss openly may contribute to the often untenable situations we face when dealing with issues.
  • assessment shapes students’ perceptions of learning in highereducation (Ramsden, 1992)key element of the recent drive to make assessment more transparent toboth students and tutors has been the articulation of assessment frameworks (Rustet al., 2003), such as assessment criteria and grade descriptors, so that students areprovided with written information regarding what is required of them and whatstandards must be obtained to achieve different grades.a mismatch between thecontent which is taught and the content which is assessed, failure to use appropriateassessment tasks for the type of learning required (such as using multiple choicequestions to assess bedside manner among doctors), Assessment & Evaluation in Higher Education, Vol. 23, No. 4, 1998 351Using Marks to Assess Student Performance,some problems and alternativesJAMES DALZIEL, Department of Psychology, University of Sydney, AustraliaRust et al. (2003) stress the tacit nature of assessment criteria and the difficulty oftransferring such tacit knowledge to others.in work on ‘academicliteracy’ by Lea and Stierer (2000), which views academic writing as a ‘contexualised social practice’ where the ground rules are not made explicit to students.

ORIC Assessment and feedback ORIC Assessment and feedback Presentation Transcript

  • Assessment and Feedback
    Inclusive curriculum Design
    1
  • Why do we have assessment in Higher Education?
    In groups, discuss (5 minutes)
    Can you list at least threereasons?
    2
  • Some words used to talk about assessment
    standardisation;
    objective;
    marking criteria;
    exam;
    subjective;
    low-stakes;
    high-stakes;
    test;
    assignment;
    quiz;
    constructed response;
    selected response;
    • assessed coursework;
    • evaluation;
    • formative;
    • summative;
    • criterion referenced;
    • norm referenced;
    • item analysis;
    • diagnostic;
    • peer review;
    • group assessment;
    • self assessment;
    • peer assessment.
    3
  • What makes a good assessment?
    What do you think are
    the main features of a
    good assessment?
    4
  • Validity.
    Reliability.
    Practicality.
    Accessibility.
    Fundamental principles of assessment
    5
  • Content Coverage
    and Range
    Construct
    Face
    Validity
    6
  • Test and item.
    Marker.
    Resources.
    “Real world”.
    Reliability
    Practicality
    7
  • Some quotations on assessment in HE
    “For many years I taught in universities. . . . I marked thousands of scripts without examining what the scripts could teach me about my capacity as a teacher and examiner.” Ashby (1985: v)
    “It is now thirty years since serious doubts were
    raised about examinations, yet despite the fact
    that there has been no serious shortage of critics
    since then, very little has changed.” Cox (1967: 352)
    “Something like 90% of a typical university degree depends on unseen time-constrained written examinations, and tutor-marked essays and/or reports.” Race (2001: 5)
    8
  • “...institutional assessment efforts should not be concerned about valuing what
    can be measured but, instead, about measuring that which is valued.”
    Banta et al (1996: 5)
    “assessment plays a critical role in determining the quality of student learning” and “a conception of assessment for learning first and grading second implies the use of a spectrum of methods” Ramsden (1992:177 and 185)
    Some quotations on assessment in HE
    “Description of a grade: An inadequate report of an inaccurate judgment
    by a biased and variable judge of the extent to which a student has attained an undefined level of mastery of an unknown proportion of an indefinite material.” Dressel (1983:12)
    9
  • National union of students’ principles of effective assessment (2009)
    Should be for learning, not simply of learning
    Should be reliable, valid, fair and consistent
    Should consist of effective and constructive feedback
    Should be innovative and have the capacity to inspire and motivate
    Should measure understanding and application, rather than technique and memory
    Should be conducted throughout the course, rather than being positioned as a final event
    Should develop key skills such as peer and reflective assessment
    Should be central to staff development and teaching strategies, and frequently reviewed
    Should be of a manageable amount for both tutors and students
    Should encourage dialogue between students and their tutors and students and their peers
    10
  • Plagiarism
    11
  • Grading, Marking Criteria, Moderation Consider This:-
    12
  • National Student Survey
    NUS Principles
    What is feedback?
    Feedback
    Student views on feedback (10 minute video)
    13
  • References
    Ashby, E. (1985), preface to Brewer, I. Learning more and Teaching less. Guildford: Society for Research into Higher Education & NFER-Nelson.
    Atkins, M.J., Beattie, J. and Dockerell, W.B. (1993) Assessment Issues in Higher Education, Department of Employment.
    Banta, T. W., Lund, J. P., Black, K. E., & Oblander, F. W. (1996) Assessment in practice: Putting principles to work on college campuses. San Francisco: Jossey-Bass.
    Cox, R. (1967) “Resistance to Change in Examining”, Universities Quarterly, 21, pp. 352–358.
    DichtlJ. (2003) Teaching Integrity The History Teacher 36: 3, 367-373 Society for History Education
    Dressel, P. (1983) "Grades: One more tilt at the windmill." in A.W. Chickering (Ed.), Bulletin. Memphis: Memphis State U. Center for the Study of Higher Education.
    Race, P. (2001) The Lecturer's Toolkit. (2nd ed) London: Kogan Page
    Ramsden, P. (1992) Learning to Teach in Higher Education. London: Routledge.
    Sutherland-Smith W. (2005) Pandora’s box: academic perceptions of student plagiarism in writing. Journal of English for Academic Purposes 4 (2005) 83–95
    UoB(2003) Statement on Academic Integrity. Academic Standards and Support Unit University of Bradford http://www.brad.ac.uk/admin/acsec/assu/statement_on_academic_integrity.htm accessed 20/1/10
    14