A collaborative assessment of students’ placement learning
Bibliographic Data
| ID | 19378912 |
|---|---|
| Authors | Susan Cooper (0000-0002-4255-4306, Plymouth Marjon University, corresponding author) |
| Year | 2017 |
| Volume | 42 |
| Issue | 1 |
| Pages | 61-76 |
| Publication date | 2017-01-02 |
| 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 | 10.1080/02602938.2015.1083093 |
| OpenAlex | W1881542254 |
| Language | EN |
| Citations received | 10 |
| References cited | 18 |
The research informing this paper set out to investigate the qualitative experiences of students, supervisors and tutors involved in a summative collaborative assessment of placement learning on an undergraduate professional qualifying programme in the UK. Analysis of data gathered through semi-structured interviews provides valuable insights into its use. In particular, engagement in a collaborative assessment brings a degree of exposure for all concerned. Participants need to feel ‘able’ to participate, and ability to participate is linked to notions of agency and autonomy. Collaborative assessment design needs to acknowledge power relations and include strategies to reduce imbalances. The importance of recognising and working with the complexities of assessment should not be underestimated. Criterion referencing offers a guide to support consistency but can also falsely present assessment as mechanistic and instrumental. The research shows that it is in the ‘doing’ of assessment that a ‘shared language’ is developed. It demonstrates the value of active student engagement in assessment in relation to the construction and use of theory, developing reflective practice and assessment literacy. The collaborative assessment provides students with the opportunity to experience a ‘performance of understanding’ in a community of practice that, whilst pressured, reflects ‘real’ professional life
Assessment for learning · Autonomy · Collaborative learning · Formative assessment · Literacy · Medical education · Pedagogy · Professional development · Professional learning community · Sociology · Summative assessment · Computer Science · Higher Education Learning Practices · Higher Education Practises and Engagement · Innovative Education and Learning Practices · Medicine · Psychology
Accounting Students in the Role of Equal-Status Team Teacher for the Purpose of Knowledge and Competency Development
Collaborative assessment as a learning tool for social work students
Forming a professional identity
Assessing student learning in work-integrated learning (WIL)
Talking during a test?! Embracing mobile instant messaging during assessment
Developing digital creativity through authentic assessment
Should I use co-assessment in higher education? Pros and cons from teachers and students’ perspectives
Are health professional competency assessments transferable across cultures? A preliminary validity study
Students’ experience of team assessment with immediate feedback in a large accounting class
Student & tutor consensus
Qualitative interviewing
Interviews – Learning the Craft of Qualitative Research Interviewing
Assessment and Empowerment
Issues in Assessment, Enterprise and Higher Education
Work‐based learning assessed as a field or a mode of study
Integrative assessment
If I was going there I wouldn’t start from here
The challenge of assessing professional competence in work integrated learning
Making the case for democratic assessment practices within a critical pedagogy of physical education teacher education
Designs for network learning
| Unique citing works | 10 |
|---|---|
| Citations per year | 1.11 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |