Student Engagement in Learning-Oriented Assessment: A Case Study
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|Title:||Student Engagement in Learning-Oriented Assessment: A Case Study||Authors:||Hernandez, M. Rosario||Permanent link:||http://hdl.handle.net/10197/9873||Date:||1-Sep-2012||Online since:||2019-04-10T07:23:33Z||Abstract:||Although ‘student engagement’ has become a frequently used term particularly among those involved in research associated with teaching and learning, it should be noted that student engagement in assessment for learning is a novel practice, which is slowly making its way into higher education pedagogy. This article presents an evaluative analysis of student engagement in assessment for learning conducted on a group of undergraduate students from an Irish university, on the basis of qualitative data gathered from their written journals and feedback exercises. The findings indicate that students valued positively the experience; they also acknowledge that engagement in assessment had a great beneficial impact on their learning. Some limitations of the process are also identified. Finally, a number of pedagogical implications arising from the experience of student engagement in assessment for learning in third level education are also outlined.||Type of material:||Journal Article||Publisher:||Longbridge||Journal:||Global Education Review||Volume:||1||Issue:||2||Start page:||22||End page:||30||Copyright (published version):||2012 the Author||Keywords:||Student engagement; Learning-oriented assessment; Peer assessment; Assessment criteria; Reflection on learning||Language:||en||Status of Item:||Peer reviewed||ISSN:||2220-1599||This item is made available under a Creative Commons License:||https://creativecommons.org/licenses/by-nc-nd/3.0/ie/|
|Appears in Collections:||Languages, Cultures and Linguistics Research Collection|
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