The calibration of student judgement through self-assessment: disruptive effects of assessment patterns

Boud, D; Lawson, R; Thompson, DG

The calibration of student judgement through self-assessment: disruptive effects of assessment patterns

Boud, D

Lawson, R Thompson, DG

Permalink

Publication Type:: Journal Article
Citation:: Higher Education Research and Development, 2015, 34 (1), pp. 45 - 59
Issue Date:: 2015-01-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Accepted manuscriptAdobe PDF (301.23 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Lawson, R	en_US
dc.contributor.author	Thompson, DG https://orcid.org/0000-0002-6178-2873	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Higher Education Research and Development, 2015, 34 (1), pp. 45 - 59	en_US
dc.identifier.issn	0729-4360	en_US
dc.identifier.uri	http://hdl.handle.net/10453/34290
dc.description.abstract	© 2014, © 2014 HERDSA. Can extended opportunities for self-assessment over time help students develop the capacity to make better judgements about their work? Using evidence gathered through students' voluntary self-assessment of their performance with respect to assessment tasks in two different disciplines at two Australian universities, the paper focuses on the effects of sequences of units of study and the use of different types of assessment task (written, oral, analysis, and project) in the development of student judgement. Convergence between student criteria-based gradings of their own performance in units of study and those allocated by tutors was analysed to explore the calibration of students' judgement over time. First, it seeks to replicate analyses from an earlier smaller-scale study to confirm that students' judgements can be calibrated through continuing opportunities for self-assessment and feedback. Second, it extends the analysis to coherently designed sequences of units of study and explores the effects of different types of assessment. It finds that disruptive patterns of assessment within a sequence of subjects can reduce convergence between student and tutor judgements.	en_US
dc.relation.ispartof	Higher Education Research and Development	en_US
dc.relation.isbasedon	10.1080/07294360.2014.934328	en_US
dc.title	The calibration of student judgement through self-assessment: disruptive effects of assessment patterns	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	34	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	13 Education	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 Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
utslib.copyright.status	open_access
dcterms.rights	This is an Author's Accepted Manuscript of an article published in Higher Education Research & Development, Volume 34, Issue 1, 2015 copyright Taylor & Francis, available online at: http://www.tandfonline.com/DOI: 10.1080/07294360.2014.934328
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	34	en_US

Abstract:

© 2014, © 2014 HERDSA. Can extended opportunities for self-assessment over time help students develop the capacity to make better judgements about their work? Using evidence gathered through students' voluntary self-assessment of their performance with respect to assessment tasks in two different disciplines at two Australian universities, the paper focuses on the effects of sequences of units of study and the use of different types of assessment task (written, oral, analysis, and project) in the development of student judgement. Convergence between student criteria-based gradings of their own performance in units of study and those allocated by tutors was analysed to explore the calibration of students' judgement over time. First, it seeks to replicate analyses from an earlier smaller-scale study to confirm that students' judgements can be calibrated through continuing opportunities for self-assessment and feedback. Second, it extends the analysis to coherently designed sequences of units of study and explores the effects of different types of assessment. It finds that disruptive patterns of assessment within a sequence of subjects can reduce convergence between student and tutor judgements.

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

http://hdl.handle.net/10453/34290