Reading Notes: The lecturer's toolkit: a practical guide to assessment, learning and teaching. Paul Race (2020) Read Chapter 2: Designing assessment

The lecturer's toolkit: a practical guide to assessment, learning and teaching

Paul Race (2020) Read Chapter 2: Designing assessment

It is important to let students know the what is intended by them in assessment and what they will get from the feedback process in order of them to engage and be guided forward. Sambell et al. (2017d) outlines the important factors which comes with translucency of ‘assessment literacy’ (HEA, 2012) questioning how they are to achieve in assessments.

Assessments are one of the main points that contribute to anxiety at university (Price, Carroll, O'Donovan, & Rust, 2011).

Argument r having ‘Yes’, ‘not quite’ as examples in form

Sambell et al., (2017e) write about the importance of giving students exemplars to support students to develop the ability to read and write within assessments.

This will be the first time that students will see this assessment form, but will have the opportunity to see the same outline at their next formative 1:1 and finally in a new iteration at summative. Race (2020) cites the importance of students feeling familiar with assessment formats to ensure that they know what is required of them.  By showing the students an exemplar (appendix 1) prior to the day, students will feel further supported by the step-by-step assessment criteria (appendix 2) they will be more likely to meet their have a meaningful formative assessment and have more potential to meet their learning outcomes at summative assessment (Race, 2020).

Scholarship from Hawe, Lightfoot, & Dixon (2017) find that: “In terms of supporting their assignment preparation and enhancing their learning, students typically find exemplars to be more useful than standalone lists of criteria, grids and rubrics.” Could the idea of exemplar be pushed to high achieving peers?