Communicating assessment criteria is not sufficient for influencing students' approaches to assessment tasks – perspectives from a differential equations class

This report presents the findings of an exploratory study into the perceptions held by students regarding the use of criterion-referenced assessment in an undergraduate differential equations class. Students in the class were largely unaware of the concept of criterion referencing and of the various interpretations that this concept has among mathematics educators. Our primary goal was to investigate whether explicitly presenting assessment criteria to students was useful to them and guided them in responding to assessment tasks. Quantitative data and qualitative feedback from students indicates that while students found the criteria easy to understand and useful in informing them as to how they would be graded, the manner in which they actually approached the assessment activity was not altered as a result of the use of explicitly communicated grading criteria.

INFO2009 Coursework 1 2012-13 Annotated Bibliography Specification and Assessment Criteria

This the coursework specification as a single file including assessment criteria which also appear on the ECS handin page. The collection of associated handouts and links along with the coursework specification can be found at http://www.edshare.soton.ac.uk/6041/

La evaluación de la competencia curricular en el contexto de la orientación educativa = Evaluation of assessment criteria in the context of educational guidance : how teachers assess and evaluate their student' s performance.

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Using core assessment criteria to improve essay writing

Harrington, Elander, Jo Lusher, Aiyegbayo, Pitt, , Hannah Robinson

Complex skills and academic writing:a review of evidence about the types of learning required to meet core assessment criteria

Assessment criteria are increasingly incorporated into teaching, making it important to clarify the pedagogic status of the qualities to which they refer. We reviewed theory and evidence about the extent to which four core criteria for student writing-critical thinking, use of language, structuring, and argument-refer to the outcomes of three types of learning: generic skills learning, a deep approach to learning, and complex learning. The analysis showed that all four of the core criteria describe to some extent properties of text resulting from using skills, but none qualify fully as descriptions of the outcomes of applying generic skills. Most also describe certain aspects of the outcomes of taking a deep approach to learning. Critical thinking and argument correspond most closely to the outcomes of complex learning. At lower levels of performance, use of language and structuring describe the outcomes of applying transferable skills. At higher levels of performance, they describe the outcomes of taking a deep approach to learning. We propose that the type of learning required to meet the core criteria is most usefully and accurately conceptualized as the learning of complex skills, and that this provides a conceptual framework for maximizing the benefits of using assessment criteria as part of teaching. © 2006 Taylor & Francis.

Assessment Criteria for Non-auditorial Educational Forms in Informatics

Report published in the Proceedings of the National Conference on "Education in the Information Society", Plovdiv, May, 2013