Dr Carole Davis et al present how Graduate Academic Assistants are altering the learning experience of Education Studies with students through assessment literacy

1. “Changing perceptions of ourselves:
how Graduate Academic Assistants are
altering the learning experience of
Education Studies students
through assessment literacy”
Dr Carole L. Davis, Sandip K. Gill, Kristina Repova,
Leonie Jackson & Aveen Majeed
Middlesex University Annual Learning & Teaching Conference 2015
Thursday 9th July 2015

2.  By the end of the workshop we want you to have: -
Explored significant areas of assessment literacy work undertaken by
Graduate Academic Assistants
Considered the steps that need to be taken to avoid potential blurring
of boundaries between what is academic work and what is GAA work
and the importance of clear demarcation lines and transparency
Identified further opportunities to encourage students to actively
participate in the learning experience
Learning Outcomes

3.  Definition:-
‘‘an appreciation of the purpose and processes of
assessment, which enables one to engage deeply with
assessment standards, to make a choice about which skill or
which area of knowledge to apply, to appreciate which
are/are not appropriate to a particular task, and why.’’
(Price et al., 2012:10)
Assessment Literacy

4.  Cottrell, S. (2003) The Study Skills Handbook. 2nd edn. Basingstoke: Palgrave Macmillan.
 Fairbairn, G. J. & Fairbairn, S. A. (2001) Reading at University: A Guide for Students.
Maidenhead: Open University Press.
 Gillett, A., Hammond, A. & Martala, M. (2009) Inside Track to Successful Academic Writing. [e-
book] London: Pearson Education. Available through Middlesex University Library website
[Accessed 23 September 2014].
 Moore, S., Neville, C., Murphy, M. & Connolly, C. (2010) The Ultimate Study Skills Handbook.
Maidenhead: Open University Press.
 Price, M., Rust, C., O’Donovan, B., Handley, K. & Bryant, R. (2012) Assessment Literacy: The
Foundation for Improving Student Learning. Oxford: The Oxford Centre for Staff and
Learning Development.
Bibliography

5.  Creating the conditions
 Specificity
 Directness
 Being constructive
 Recognising the role played by emotions
 Encourages self-assessment
 Looks to the future and creating continual improvement
Davis (2014)
What makes for effective verbal
feedback?

6. Case Study 1
Amira is a 23 year-old girl in her final year of BA Early Childhood Studies programme.
English is her second language. Her application for a teacher training programme was
unsuccessful, so she decided to study BA Early Childhood Studies instead. Amira finds
writing her assignments difficult and she often complains about the lack of guidance
from tutors. She is very anxious, lacks self-confidence and is often tearful. According to
her assignment feedback, her works’ main weaknesses are not only clarity of
expression, but also lack of structure, not addressing an essay question and not
showing a clear and deep understanding of and engagement with the content, despite
having an appropriate list of bibliographical references. As recommended, Amira
visited LDU but her work does not seem to be improving. Almost with every
assignment she brings to the drop-in session, she adamantly asks ‘What should I write?
/ ‘How should I write it? Come on, you’ve done the course!’
Based on what you have been told about student assessment literacy, how would you
support the student using the assessment criteria provided on your tables, and what
appears to be the main challenges with supporting this student?
(5 minutes)
Assessment Literacy

7. Case Study 2
Faith is a 20 year-old girl, studying on BA Education Studies programme. She is confident,
self-motivated and very organised in her studies. She is always on top of her work,
aiming for first class grades and would like to be a teacher or possibly an academic one
day. However she is disappointed with the marks from her first assignment. The module
for the assignment is heavily theory based, new for this academic year and has
significant differences in reading levels compared to other modules in the second year.
Consider in your tables how you would go about delivering face to face feedback to
this student? What strategies are likely to be most helpful?
(5 minutes)
Feedback

8. Activity 3
Focusing on ‘peer and self-assessment’ participants are invited to
choose and develop one action as to how they might
collaboratively work with GAAs in their own departments to
strengthen ‘student assessment literacy’.
(5 minutes)
Self & Peer Assessment

9. Thank you for your participation in our workshop
For further information on the Annual Learning & Teaching Conference 2015
please visit:
http://elearn.mdx.ac.uk/revisitingassessment/index.htm