Learning to write in higher education: students' perceptions of an intervention in developing understanding of assessment criteria

Bloxham, Sue and West, Amanda (2007) Learning to write in higher education: students' perceptions of an intervention in developing understanding of assessment criteria. Teaching in Higher Education, 12 (1). pp. 77-89. ISSN 1356-2517

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Abstract

This paper reports on the second phase of a project esigned to improve students’ understanding of assessment demands. In Stage 1, Level 1 students were involved in a range of activities culminating in peer marking. This peer assessment was, itself, marked by the tutors to encourage students to engage positively with the process. Stage 2 of the project investigated whether these various intervention activities had any long-term impact on sports studies students’ approach to writing assignments. Interviews were conducted with six students who participated in Stage 1. For
comparison purposes, a matched group of students from another vocationally-related course were also interviewed. The findings suggest that the peer assessment did encourage students to pay attention to assessment information. However, the students placed greater stress on the role of
informal support, particularly verbal clarification of written guidance and feedback. The article concludes with a discussion of the implications for practice.

Item Type: Article
Subjects: Education > Higher Education
Divisions: Faculty of Applied Sciences > Department of Sport and Excercise Sciences
Depositing User: Amanda West
Date Deposited: 24 Jan 2013 11:04
Last Modified: 09 Mar 2017 14:59
URI: http://sure.sunderland.ac.uk/id/eprint/3337

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