Marks should not be the focus of assessment— but how can change be achieved?

Thompson, DG

Marks should not be the focus of assessment— but how can change be achieved?

Thompson, DG

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Publisher:: UTS ePress
Publication Type:: Journal Article
Citation:: Journal of Learning Analytics, 2016, 3 (2), pp. 193 - 212
Issue Date:: 2016

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Field	Value	Language
dc.contributor.author	Thompson, DG https://orcid.org/0000-0002-6178-2873	en_US
dc.date.issued	2016	en_US
dc.identifier.citation	Journal of Learning Analytics, 2016, 3 (2), pp. 193 - 212	en_US
dc.identifier.issn	1929-7750	en_US
dc.identifier.uri	http://hdl.handle.net/10453/54961
dc.description.abstract	This paper attempts to address the possibility of real change after a hundred years of exam-based assessments that produce a single mark or grade as feedback on students’ progress and abilities. It uses design thinking and a reframing of the assessment space to foreground an attribute-based approach that retains the diversity of aspects of a student’s performance across subject boundaries. There are a number of rationales and concepts built into this approach that aim to divert staff and student focus from marks, content delivery, and retention, towards the development of knowledge literacies, conceptual frameworks, and a broad range of personal qualities and skills. Web-based software (REVIEW) developed and refined for more than a decade to facilitate this approach retains categorised student progress data through the day-to-day criterion-referenced marking of assignments and exams. Education research cited proposes that institutions should engage students as a partner in their personal and professional development rather than as a customer buying a degree. It is suggested and illustrated in this paper that the use of self-assessment and visual feedback on different categories of progress is part of the key to forming such a partnership.	en_US
dc.publisher	UTS ePress	en_US
dc.relation.ispartof	Journal of Learning Analytics	en_US
dc.relation.isbasedon	10.18608/jla.2016.32.9	en_US
dc.title	Marks should not be the focus of assessment— but how can change be achieved?	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	3	en_US
utslib.for	1203 Design Practice and Management	en_US
utslib.for	1303 Specialist Studies in 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 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
pubs.consider-herdc	true	en_US
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	3	en_US

Abstract:

This paper attempts to address the possibility of real change after a hundred years of exam-based assessments that produce a single mark or grade as feedback on students’ progress and abilities. It uses design thinking and a reframing of the assessment space to foreground an attribute-based approach that retains the diversity of aspects of a student’s performance across subject boundaries. There are a number of rationales and concepts built into this approach that aim to divert staff and student focus from marks, content delivery, and retention, towards the development of knowledge literacies, conceptual frameworks, and a broad range of personal qualities and skills. Web-based software (REVIEW) developed and refined for more than a decade to facilitate this approach retains categorised student progress data through the day-to-day criterion-referenced marking of assignments and exams. Education research cited proposes that institutions should engage students as a partner in their personal and professional development rather than as a customer buying a degree. It is suggested and illustrated in this paper that the use of self-assessment and visual feedback on different categories of progress is part of the key to forming such a partnership.

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http://hdl.handle.net/10453/54961