Nancy Falchikov
Biographic Data
| ID | 8901297 |
|---|---|
| NAME | Nancy Falchikov |
| GIVEN NAMES | Nancy |
| FAMILY NAME | Falchikov |
| SIGNATURE | FALCHIKOV N |
| AFFILIATIONS | Edinburgh Napier University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 0 |
Rethinking Assessment in Higher Education
Assessment is a value-laden activity surrounded by debates about academic standards, preparing students for employment, measuring quality and providing incentives. There is substantial evidence that assessment, rather than teaching, has the major influence on students’ learning. It directs attention to what is important and acts as an incentive for study. \n \nThis book revisits assessment in higher education, examining it from the point of view …
Aligning assessment with long‐term learning
Assessment in higher education is commonly held to contribute to feedback to students on their learning and the certification of their achievement. This paper argues that this short‐term focus must be balanced against a longer‐term emphasis for learning‐oriented assessment to foster future learning after graduation. The paper proposes that students need to become assessors within the context of participation in practice, that is, the kinds of hig…
Student Peer Assessment in Higher Education
Forty-eight quantitative peer assessment studies comparing peer and teacher marks were subjected to meta-analysis. Peer assessments were found to resemble more closely teacher assessments when global judgements based on well understood criteria are used rather than when marking involves assessing several individual dimensions. Similarly, peer assessments better resemble faculty assessments when academic products and processes, rather than profess…
“Full on Until the Sun Comes Out”
Qualitative and quantitative data from first‐year students from three contrasting academic courses were collected as part of an ongoing longitudinal study. The findings support the widely held belief that assessment has an effect on student learning. These findings are echoed in data from a parallel study of second and third‐year students on the same courses. Interview data provided a snapshot of student experiences of learning and assessment. A …
Detecting Gender Bias in Peer Marking of Students’ Group Process Work
Concerns relating to the reliability of teacher and student peer assessments are discussed, and some correlational analyses comparing student and teacher marks described. The benefits of the use of multiple ratings are elaborated. The distinction between gender differences and gender bias is drawn, and some studies which have reported gender bias are reviewed. The issue of ‘blind marking’ is addressed. A technique for detecting gender bias in cas…
Quantitative studies of student self-assessment in higher education
Student Self-Assessment in Higher Education
Quantitative self-assessment studies that compared self- and teacher marks were subjected to a meta-analysis. Predictions stemming from the results of an earlier critical review of the literature ( Boud & Falchikov, 1989 ) were tested, and salient variables were identified. Factors that seem to be important with regard to the closeness of correspondence between self- and teacher marks were found to include the following: the quality of design of …
Product Comparisons and Process Benefits of Collaborative Peer Group and Self Assessments
Any student assessment procedure should meet a number of criteria. It should be -valid, reliable, practicable and fair, and useful to students.(1) The prevailing authoritarian model of assessment in higher education is examined and its disadvantages elaborated. Results of some previous studies of self assessment are discussed. The present study attempts to meet Percival and Ellington's criteria, and addresses itself to a number of important quest…
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Product Comparisons and Process Benefits of Collaborative Peer Group and Self Assessments
Any student assessment procedure should meet a number of criteria. It should be -valid, reliable, practicable and fair, and useful to students.(1) The prevailing authoritarian model of assessment in higher education is examined and its disadvantages elaborated. Results of some previous studies of self assessment are discussed. The present study attempts to meet Percival and Ellington's criteria, and addresses itself to a number of important quest…
Quantitative studies of student self-assessment in higher education
Student Self-Assessment in Higher Education
Quantitative self-assessment studies that compared self- and teacher marks were subjected to a meta-analysis. Predictions stemming from the results of an earlier critical review of the literature ( Boud & Falchikov, 1989 ) were tested, and salient variables were identified. Factors that seem to be important with regard to the closeness of correspondence between self- and teacher marks were found to include the following: the quality of design of …
Detecting Gender Bias in Peer Marking of Students’ Group Process Work
Concerns relating to the reliability of teacher and student peer assessments are discussed, and some correlational analyses comparing student and teacher marks described. The benefits of the use of multiple ratings are elaborated. The distinction between gender differences and gender bias is drawn, and some studies which have reported gender bias are reviewed. The issue of ‘blind marking’ is addressed. A technique for detecting gender bias in cas…
“Full on Until the Sun Comes Out”
Qualitative and quantitative data from first‐year students from three contrasting academic courses were collected as part of an ongoing longitudinal study. The findings support the widely held belief that assessment has an effect on student learning. These findings are echoed in data from a parallel study of second and third‐year students on the same courses. Interview data provided a snapshot of student experiences of learning and assessment. A …
Student Peer Assessment in Higher Education
Forty-eight quantitative peer assessment studies comparing peer and teacher marks were subjected to meta-analysis. Peer assessments were found to resemble more closely teacher assessments when global judgements based on well understood criteria are used rather than when marking involves assessing several individual dimensions. Similarly, peer assessments better resemble faculty assessments when academic products and processes, rather than profess…
Aligning assessment with long‐term learning
Assessment in higher education is commonly held to contribute to feedback to students on their learning and the certification of their achievement. This paper argues that this short‐term focus must be balanced against a longer‐term emphasis for learning‐oriented assessment to foster future learning after graduation. The paper proposes that students need to become assessors within the context of participation in practice, that is, the kinds of hig…
Rethinking Assessment in Higher Education
Assessment is a value-laden activity surrounded by debates about academic standards, preparing students for employment, measuring quality and providing incentives. There is substantial evidence that assessment, rather than teaching, has the major influence on students’ learning. It directs attention to what is important and acts as an incentive for study. \n \nThis book revisits assessment in higher education, examining it from the point of view …
Psychology (6 works) · Student Assessment and Feedback (6 works) · Higher education (5 works) · Mathematics education (5 works) · Pedagogy (4 works) · Reflective Practices in Education (4 works) · Computer Science (3 works) · Alternative assessment (2 works) · Engineering (2 works) · Evaluation of Teaching Practices (2 works)