An investigation into the receptivity of undergraduate students to assessment empowerment
Bibliographic Data
| ID | 19377934 |
|---|---|
| Authors | Richard A Francis (0000-0002-4598-0861, King's College London, corresponding author), Robert A Francis |
| Year | 2008 |
| Volume | 33 |
| Issue | 5 |
| Pages | 547-557 |
| Publication date | 2008-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602930701698991 |
| OpenAlex | W1964435480 |
| Language | EN |
| Citations received | 17 |
| References cited | 10 |
Providing empowerment to students with regard to assessment procedures is a potential mechanism for increasing students’ satisfaction with their education programme and environment. The receptivity of students is likely to vary according to several factors, including their confidence in the ability of assessors to adequately judge the quality of their work, their understanding of assessment procedures and the degree of autonomy they feel is appropriate. Their perception of these factors can also be expected to vary according to how advanced they are in their degree programme. This paper presents the results of a pilot study into the receptivity of first‐ and third‐year undergraduate geography students to various mechanisms and concepts associated with assessment empowerment. Some receptivity to empowerment relating to choice of assessment was observed in first‐year students but the greatest receptivity was found in third‐years, at both individual and community empowerment levels. Third‐year students displayed an increased desire for assessment choice, criteria choice and community empowerment, and decreasing confidence in the lecturer as assessor. Based on these initial results, a methodology for incorporating assessment empowerment into undergraduate teaching is outlined
Autonomy · Empowerment · Medical education · Pedagogy · Perception · Political science · Receptivity · Evaluation of Teaching Practices · Medicine · Psychology · Reflective Practices in Education · Social Psychology · Student Assessment and Feedback
Personalising learning
Flexible assessments as a tool to improve student motivation
Participation in the Assessment Processes in Problem-Based Learning
Flexible assessment and student empowerment
Voices from L2 learners across different languages
Whose Empowerment? The Dynamics of Power and Choice in Managing Student Access to Personalised Key Stage 4 Options
Undergraduate student perceptions of assessment and feedback practice
Assessment literacy and student learning
A four-dimensional conceptual framework for student assessment literacy in holistic competency development
‘Some kind of weird, evil experiment’
The quality of assessment tasks as a determinant of learning
Inclusive assessment for linguistically diverse learners in higher education
Optional self-assessment
Examining increased flexibility in assessment formats
Closing the gap, not the door
Flexible assessment
Direct entrants in transition
Learning to Teach in Higher Education
The Impact of Assessment on Student Learning
Assessment and Empowerment
Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes
Student involvement in assessment
The Use of Tutor Feedback and Student Self-assessment in Summative Assessment Tasks
| Unique citing works | 17 |
|---|---|
| Citations per year | 1,21 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |