Criterion referenced assessment as a form of feedback: student and staff perceptions in the initial stages of a new law degree
Article
Article Title | Criterion referenced assessment as a form of feedback: student and staff perceptions in the initial stages of a new law degree |
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ERA Journal ID | 39917 |
Article Category | Article |
Authors | Chardon, Toni (Author), Collins, Pauline (Author), Hammer, Sara (Author) and Hart, Caroline (Author) |
Journal Title | International Journal of Pedagogies and Learning |
Journal Citation | 6 (3), pp. 232-242 |
Number of Pages | 11 |
Year | 2011 |
Place of Publication | Maleny, Australia |
ISSN | 1833-4105 |
Digital Object Identifier (DOI) | https://doi.org/10.5172/ijpl.2011.6.3.232 |
Web Address (URL) | http://jpl.e-contentmanagement.com/archives/vol/6/issue/3/article/4481/criterion-referenced-assessment-as-a-form-of |
Abstract | Criterion referenced assessment (CRA) has become the preferred method of grading in higher education institutions in recent years. There has been a substantial amount of academic literature over recent years that has attempted to advocate, explain or outline best practice for CRA. This paper explores academic and student participants' perceptions of CRA and related marking practices based on a study focused on assessment practices in a new Australian regional law school. Existing research proposes two broad rationales for the use of CRA: to increase the reliability and validity of assessment practices; and to provide greater transparency within grading of assessment items for students. The aim of the research discussed here was to discover whether the stated rationales for CRA in the literature aligned with the perceptions of and uses by academic staff and students. Preliminary findings are based on a small, qualitative sample of staff and students. They suggest that, whilst academic participants' valuing of CRA does echo some of the researched rationales, they more strongly value this practice because of the time efficiencies that the use of CRA and marking rubrics can achieve for the provision of feedback. This finding is important because it stands in possible conflict with perceptions of students in our study, who appeared to perceive criteria sheets or marking rubrics as being distinct from individualised feedback. Implications of our findings are discussed. |
Keywords | criteron referenced assessment; law education; staff perceptions; student perceptions; higher education research |
ANZSRC Field of Research 2020 | 390102. Curriculum and pedagogy theory and development |
390402. Education assessment and evaluation | |
390409. Learning sciences | |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | School of Law |
Department of Law | |
School of Accounting, Economics and Finance | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q1128/criterion-referenced-assessment-as-a-form-of-feedback-student-and-staff-perceptions-in-the-initial-stages-of-a-new-law-degree
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