The view from the fence

Authors

  • Rebecca Rochon Buckinghamshire New University
  • John Knight Buckinghamshire New University

Keywords:

Assessment, Partnership,

Abstract

This opinion piece reflects on assessment from the dual perspective of academic and student. It offers a slightly tongue-in-cheek consideration of the common traditional written assessment and the potential dangers associated with 'too much' information delivered alongside the assignment brief. Specifically, it suggests that providing excessive supplementary information, while well intentioned, can be confusing to students. It acknowledges that co-development of assessment briefs may circumvent difficulties, but notes that relatively simple strategies may be used to ensure that students are empowered to recognise their own role in the assessment process.

Author Biographies

Rebecca Rochon, Buckinghamshire New University

Rebecca Rochon works as a Senior Lecturer in Education and Academic Enhancement at Buckinghamshire New University, UK. Rebecca’s areas of interest include partnership, technology and assessment.

John Knight, Buckinghamshire New University

John Knight works in Learning Development and Academic Enhancement at Buckinghamshire New University, UK. He has particular interests in transition, social networking, technology-enhanced learning and students’ experience of assessment.

References

Gilbert, F. and Maguire, G. (2014) Assignment brief design guidelines: developing academic communication to enhance the student experience in assessment. York: Higher Education Academy.

Hatzipanagos, S. and Rochon, R. (eds.) (2012) Approaches to assessment that enhance learning in higher education. Routledge: London.

Healey, M., Flint, Abbi and Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education. York: Higher Education Academy.

Higher Education Academy (2012) A marked improvement: transforming assessment in higher education. York: Higher Education Academy.

Rochon, R. and Knight, J. (2013) Improving students' experience of assessment: a role for learning developers? Association of Learning Developers in Higher Education 10th Annual Conference. Plymouth University, 25-27 March.

Sambell, S. and Graham, L. (2011) 'Towards an assessment partnership model? Students’ experience of being engaged as partners in assessment for learning (AfL) enhancement activity', 31- 47. In: Little, S. (ed.) (2011) Staff-student partnerships in higher education. London: Continuum International Publishing Group.

Williams, K. (2005) 'Lecturer and first year student (mis)understandings of assessment task verbs: 'Mind the gap'.' Teaching in Higher Education, 10(2), 157-73.

Journal of Educational Innovation, Partnership and Change

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Published

03/09/2015

How to Cite

Rochon, R., & Knight, J. (2015). The view from the fence. The Journal of Educational Innovation, Partnership and Change, 1(1). Retrieved from https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/196

Issue

Vol. 1 No. 1 (2015)

Section

Opinion Pieces

License

Copyright is held by the journal. The author has full permission to publish to their institutional repository. Articles are published under an Attribution-NonCommercial-NoDerivatives 4.0 International licence.