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Saturday, 5 April 2014

Higher Education and Assessment for Learning - Research to Consider

I’ve been corresponding lately with Royce Sadler. Part of our back-and-forth has been related to assessment in higher education/post-secondary contexts. I did a post about one of his recent papers because it paralleled powerful students moderating quality - practices found in K-12 classrooms. He explained that while a huge amount of work has been undertaken related to formative assessment, there is very little focused on summative assessment and grading in colleges and universities. He also notes that this is a critical need. 

The International Symposium on Assessment for Learning in Fredericton, NB has at least two delegates submitting papers from a higher education context. Vince Geiger and his colleagues are working in the area of Mathematics in higher education. Harm Tillema and his colleagues have an ongoing research interest in peer assessment. I have included a selection of readings from all three of these writers/researchers below.

If you want to keep track of some of the conversations, connect via these links:

Twitter: #AforLConversation
Twitter: @Anne_DaviesPhD

Authored or co-authored by Vince Geiger – member of the Australian Team

Geiger, V., Jacobs, R., Lamb, J. & Mulholland, J. (2009). An approach to student-lecturer collaboration in the design of assessment criteria and standards schemes. In J. Milton, C. Hall, J. Land, G. Allan and M. Nomikoudis (Eds.) ATN Assessment Conference 2009: Assessment in Different Dimensions (Proceedings of a conference on teaching and learning in tertiary education, pp. 137-145). RMIT University, Melbourne.

Goos, M. & Geiger, V. (2012). Connecting social perspectives on mathematics teacher education in online environments. ZDM: The International Journal on Mathematics Education 44 (6): 705-715.

Authored or co-authored by Harm Tillema – member of the Continental Europe Team

Pat-El, R., Tillema, H., Segers, M. & Vedder, P. (2013). Validation of assessment for learning questionnaires for teachers and students. British Journal of Educational Psychology 83 (1): 98-113. (First published online 6 December 2011  DOI: 10.1111/j.2044-8279.2011.02057.x).
Tanilon, J., Vedder, P., Segers, M., & Tillema, H. (2011, April). Incremental validity of a performance-based test over and above conventional academic predictors. Learning and Individual Differences, 21(2): 223-226.
van Gennip, N., Segers, M. & Tillema, H. (2009). Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features. Educational Research Review4(1): 41-54.

Authored or co-authored by Royce Sadler – former member of the Australian Team

Sadler, D. R. (In press, due July 2014). Learning from assessment events: The role of goal knowledge. In C. Kreber, C. Anderson, N. Entwistle & J. McArthur (Eds.) Advances and Innovations in University Assessment and Feedback. Edinburgh: Edinburgh University Press.
Sadler, D. R. (2014). The futility of attempting to codify academic achievement standards. Higher Education, 67(3): 273-288.
Sadler, D. R. (2013). Opening up feedback: Teaching learners to see. In S. Merry, M. Price, D. Carless & M. Taras (Eds.) Reconceptualising Feedback in Higher Education: Developing Dialogue with Students. (pp. 54‑63). London: Routledge.
Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35 (5): 535‑550.
Sadler, D. R. (2002). Ah! … So that’s‘quality’. In P. Schwartz & G. Webb (Eds) Assessment: Case Studies, Experience and Practice from Higher Education (Chap. 16, 130-136). London: Kogan Page.

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