‘I must be finished: I’ve reached the word count’: engaging students with assessment criteria.

Abstract

Abstract: This paper will outline research carried out with year two ITE undergraduates. They undertake a module with twelve assessment criteria which can appear impenetrable to the students. The research explored students’ response to these criteria and then audited their understanding of the specific assessment criteria.  Activities were then designed to address those criteria, which the students did not understand, and to enable them to access them. These activities included ‘marking’ examples of written work, practising referencing, reflecting upon research, evaluating exemplar answers, constructing answers to key questions and working with a partner. Students evaluated the activities stating usefulness and preferences. There was an additional focus on setting and returning tasks in electronic form. Consideration is given in detail to these and the response of the students to these. The results of this research are discussed and evaluated. This research is relevant to any countries in which assessment of students’ work is carried out.

Keywords: assessment; formative assessment; student engagement; e-learning; feedback.