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Advances and Innovations in University Assessment and Feedback$
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Carolin Kreber, Charles Anderson, Noel Entwhistle, and Jan McArthur

Print publication date: 2014

Print ISBN-13: 9780748694549

Published to Edinburgh Scholarship Online: January 2015

DOI: 10.3366/edinburgh/9780748694549.001.0001

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Perceptions of Assessment Standardsand Student Learning

Perceptions of Assessment Standardsand Student Learning

Chapter:
(p.114) 6 Perceptions of Assessment Standardsand Student Learning
Source:
Advances and Innovations in University Assessment and Feedback
Author(s):

Michael Prosser

Publisher:
Edinburgh University Press
DOI:10.3366/edinburgh/9780748694549.003.0007

Michael Prosser makes an important distinction between course grades and learning outcomes, and argues that grade levels, without adequate descriptors, provide no effective guidance for either teachers, in how to carry out assessments, or for students in how to improve the quality of their work. He argues that it is important to provide full grade descriptions, based on characteristics of submitted work, which make clear the differences between the allocated levels. Examples of such schemes are provided to suggest a need for a conceptual basis to underpin the different levels described, using the SOLO taxonomy as a way of justifying the levels identified. He also argues that students need to be made aware of the rationale underlying the system of assessment adopted, and to be given examples of other students’ work that make those differences clear.

Keywords:   Grade descriptors, SOLO taxonomy of learning, Levels of learning

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