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The calibration of student judgement through self-assessment: disruptive effects of assessment patterns

journal contribution
posted on 01.01.2015, 00:00 authored by David BoudDavid Boud, Romy Lawson, Darrall G Thompson
Can extended opportunities for self-assessment over time help students develop the capacity to make better judgements about their work? Using evidence gathered through students' voluntary self-assessment of their performance with respect to assessment tasks in two different disciplines at two Australian universities, the paper focuses on the effects of sequences of units of study and the use of different types of assessment task (written, oral, analysis, and project) in the development of student judgement. Convergence between student criteria-based gradings of their own performance in units of study and those allocated by tutors was analysed to explore the calibration of students' judgement over time. First, it seeks to replicate analyses from an earlier smaller-scale study to confirm that students' judgements can be calibrated through continuing opportunities for self-assessment and feedback. Second, it extends the analysis to coherently designed sequences of units of study and explores the effects of different types of assessment. It finds that disruptive patterns of assessment within a sequence of subjects can reduce convergence between student and tutor judgements.

History

Journal

Higher education research & development

Volume

34

Issue

1

Pagination

45 - 59

Publisher

Taylor & Francis

Location

London, Eng.

ISSN

0729-4360

eISSN

1469-8366

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2015, Taylor & Francis