Sowing the seeds

Housego, SC

Sowing the seeds

Housego, SC

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Publisher:: University of South Australia
Publication Type:: Conference Proceeding
Citation:: ATN Assessment Conference 2008: Engaging Students in Assessment, 2008, pp. 193 - 198
Issue Date:: 2008-01

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Field	Value	Language
dc.contributor.author	Housego, SC	en_US
dc.contributor.editor	Duff, A	en_US
dc.contributor.editor	Quinn, D	en_US
dc.contributor.editor	Green, M	en_US
dc.contributor.editor	Andre, K	en_US
dc.contributor.editor	Ferris, T	en_US
dc.contributor.editor	Copeland, S	en_US
dc.date	2008-11-20	en_US
dc.date.issued	2008-01	en_US
dc.identifier.citation	ATN Assessment Conference 2008: Engaging Students in Assessment, 2008, pp. 193 - 198	en_US
dc.identifier.isbn	978-0-646-50442-1	en_US
dc.identifier.uri	http://hdl.handle.net/10453/10942
dc.description.abstract	Reasons for wanting to engage learners more directly in assessment are plentiful. These include the ability for learners to make judgements of their own work, as this capacity will be essential for learners future lives and careers (Boud & Falchikov, 2006). Excellent guides on how and why this might be done already exist (Falchikov 2005). A puzzle exists, therefore, in why we see so little evidence of assessment practices that engage the learner more directly. To encourage the wider adoption of these practices we must understand the challenges teachers face when considering significant changes to assessment. There are good reasons for believing that the most effective way to transform assessment practices would be to take a whole-of-program approach, with decisions about what, how, and where something is assessed being made after careful consideration of the programs structure and intended learning outcomes.	en_US
dc.publisher	University of South Australia	en_US
dc.relation.ispartof	ATN Assessment Conference 2008: Engaging Students in Assessment	en_US
dc.relation.ispartof	ATN Assessment Conference	en_US
dc.title	Sowing the seeds	en_US
dc.type	Conference Proceeding
utslib.location	Adelaide, South Australia	en_US
utslib.location.activity	Adelaide	en_US
utslib.for	1604 Human Geography	en_US
dc.location.activity	Adelaide	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Adelaide, South Australia	en_US
pubs.start-date	2008-11-20	en_US

Abstract:

Reasons for wanting to engage learners more directly in assessment are plentiful. These include the ability for learners to make judgements of their own work, as this capacity will be essential for learners future lives and careers (Boud & Falchikov, 2006). Excellent guides on how and why this might be done already exist (Falchikov 2005). A puzzle exists, therefore, in why we see so little evidence of assessment practices that engage the learner more directly. To encourage the wider adoption of these practices we must understand the challenges teachers face when considering significant changes to assessment. There are good reasons for believing that the most effective way to transform assessment practices would be to take a whole-of-program approach, with decisions about what, how, and where something is assessed being made after careful consideration of the programs structure and intended learning outcomes.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/10942