Are we serious about enhancing courses? Using the principles of assessment for learning to enhance course evaluation

Freeman, R. and Dobbins, K. (2013) Are we serious about enhancing courses? Using the principles of assessment for learning to enhance course evaluation. Assessment and Evaluation in Higher Education, 38 (2). pp. 142-151. ISSN 02602938 (ISSN)

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Abstract

A series of workshops with educators at Birmingham City University about enhancing student involvement in course evaluation prompted us to consider the principles of assessment for learning as an approach to enhancing the quality and value of this evaluative activity. We focus on student enhanced learning through effective feedback which is a model designed to support the integration of 'feedback' and 'feed-forward' as a social practice in higher education. In the same way that dialogue between student and educator is now viewed as an essential part of student development we suggest that this approach should apply equally to the development of courses. In this paper we outline the principles of the model - reflection, transparency and developmental dialogue, and set out the case for using the approach to facilitate greater collaboration between students and educators to create a framework to facilitate shared ownership of course enhancement. © 2013 Copyright Taylor and Francis Group, LLC.

Item Type: Article
Uncontrolled Keywords: assessment for learning, collaboration, course evaluation, feedback
Subjects: X200 Research and Study Skills in Education
X300 Academic studies in Education
Divisions: UoA Collections > UoA25: Education
Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) > Re-thinking Higher Education Pedagogies and Practice
Depositing User: Yasser Nawaz
Date Deposited: 27 Jan 2017 14:25
Last Modified: 27 Jan 2017 14:25
URI: http://www.open-access.bcu.ac.uk/id/eprint/3058

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