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Making assessment accessible a student staff partnership perspective.pdf (1.46 MB)

Making assessment accessible: a student-staff partnership perspective

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posted on 2020-03-26, 09:14 authored by Pascale Lorber, Steve Rooney, Mark Van Der Enden
Student assessment literacy, and staff assessment practices can be enhanced through constructive dialogue, designed to help build better shared understandings, and in which both students and staff can meaningfully contribute. Such a dialogue has great potential to increase student engagement with their own learning. Focusing on a UK university law school’s staff–student partnership initiative called Getting It Right: Assessment and Feedback in Translation (GRAFT) and aimed at improving assessment feedback practices, this paper demonstrates how students and staff working as partners in this context can make a major contribution to assessment literacy and student engagement.

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Citation

Pascale Lorber, Steve Rooney & Mark Van Der Enden (2019) Making assessment accessible: a student–staff partnership perspective, Higher Education Pedagogies, 4:1, 488-502, DOI: 10.1080/23752696.2019.1695524

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  • VoR (Version of Record)

Published in

HIGHER EDUCATION PEDAGOGIES

Volume

4

Issue

1

Pagination

488 - 502 (15)

Publisher

ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD

issn

2375-2696

eissn

2375-2696

Acceptance date

2019-11-14

Copyright date

2019

Available date

2019-12-18

Publisher version

https://www.tandfonline.com/doi/full/10.1080/23752696.2019.1695524

Language

English

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    University of Leicester Publications

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