Using patchwork texts in assessment
Clarifying and categorising choices in their use
Bibliographic Data
| ID | 19378692 |
|---|---|
| Authors | Rose Trevelyan (UNSW Sydney, corresponding author), Ann Wilson (0000-0002-2803-446X, UNSW Sydney), Ann L Wilson (0000-0003-4280-3672) |
| Year | 2012 |
| Volume | 37 |
| Issue | 4 |
| Pages | 487-498 |
| Publication date | 2012-06-01 |
| 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 | 10.1080/02602938.2010.547928 |
| OpenAlex | W2031252361 |
| Language | EN |
| Citations received | 3 |
| References cited | 32 |
An emerging form of assessment is the patchwork text, an application of assessment for learning, as opposed to assessment of learning. A framework for making choices in how to use patchwork texts in higher education courses is developed, drawing on prior research on, and use of, patchwork texts. These choices reflect the fundamental objectives of patchwork texts, namely continuous learning, deep learning, integrated understanding and critical self‐reflection, while also offering options for patchwork texts which can be tailored to particular courses and individual preferences
Alternative assessment · Higher education · Mathematics education · Computer Science · Discourse Analysis in Language Studies · Psychology · Reflective Practices in Education · Student Assessment and Feedback
The Impact of Assessment on Student Learning
Sustainable Assessment
Formative Assessment
Assessment Crisis
Formative assessment and the design of instructional systems
Aligning assessment with long‐term learning
Examination and learning
Reflexivity
The Role of Assessment in a Learning Culture
The support of autonomy and the control of behavior
Enhancing and Undermining Intrinsic Motivation
Formative assessment and self-regulated learning
Differing perceptions in the feedback process
| Citations per year | 0.38 |
|---|---|
| Citation span | 2018 - 2022 (5) |
| Highly cited | No |