A framework to develop academic standards and improve feedback quality

Willey, K; Gardner, A

A framework to develop academic standards and improve feedback quality

Willey, K

Gardner, A

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Publication Type:: Conference Proceeding
Citation:: Research in Engineering Education Symposium, REES 2013, 2013, pp. 335 - 341
Issue Date:: 2013-12-01

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Field	Value	Language
dc.contributor.author	Willey, K https://orcid.org/0000-0003-1478-0346	en_US
dc.contributor.author	Gardner, A https://orcid.org/0000-0003-2764-591X	en_US
dc.date.issued	2013-12-01	en_US
dc.identifier.citation	Research in Engineering Education Symposium, REES 2013, 2013, pp. 335 - 341	en_US
dc.identifier.isbn	9781629931364	en_US
dc.identifier.uri	http://hdl.handle.net/10453/27601
dc.description.abstract	This paper describes the benefits of co-constructed understandings of academic standards using a framework that includes collaborative conversations about assessment artefacts supported by online self and peer assessment technology. In particular in this paper we describe this process in the context of addressing the variations in understanding, grading and feedback between multiple tutors in large classes. The described implementation of the framework not only improved understanding and reduced grading variation, it also improved student feedback by helping tutors to convert tacit understandings into explicit explanations and resulted in improved student satisfaction with the assessment process. Copyright © 2013 Wiley & Gardner.	en_US
dc.relation.ispartof	Research in Engineering Education Symposium, REES 2013	en_US
dc.title	A framework to develop academic standards and improve feedback quality	en_US
dc.type	Conference Proceeding
utslib.for	0999 Other Engineering	en_US
dc.location.activity	Putrajaya, Malaysia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Civil and Environmental Engineering
pubs.organisational-group	/University of Technology Sydney/Strength - CRIN - Realtime Information Networks
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

This paper describes the benefits of co-constructed understandings of academic standards using a framework that includes collaborative conversations about assessment artefacts supported by online self and peer assessment technology. In particular in this paper we describe this process in the context of addressing the variations in understanding, grading and feedback between multiple tutors in large classes. The described implementation of the framework not only improved understanding and reduced grading variation, it also improved student feedback by helping tutors to convert tacit understandings into explicit explanations and resulted in improved student satisfaction with the assessment process. Copyright © 2013 Wiley & Gardner.

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http://hdl.handle.net/10453/27601