Engage students as active partners in attribute assessment through negotiated tasks, evidence collection and claims of achievement¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper recommends engaging students as active partners in directing their own learning rather than assessing attributes 'for rather than with students'. Drawing on Alverno College's experience, the strategy involves negotiation of assessment tasks, collection of evidence of progress in relation to specific attributes, submission of well-founded claims of achievement, and engagement in dialogue about progress with teachers and peers. The reflective process underpinning this approach is identified as of key importance.

Design Implications¶

Context¶

Requirements¶

• Students must be made aware of graduate attribute aspirations and weaned from over-reliance on the opinions of others

Constraints¶

• Assessment plans can fail if students are not actively engaged as partners in the process

Target Learners¶

• university students

Target Learning Goals¶

• lifelong learning, self-assessment and monitoring of graduate attribute development

Related Strategies¶

• Student Voice In Curriculum Planning

Examples¶

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Key Sources¶

• Clair Hughes and Simon Barrie. (2010). Influences on the assessment of graduate attributes in higher education. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602930903221485