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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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Learning from Assessment Events: The Role of Goal Knowledge

Learning from Assessment Events: The Role of Goal Knowledge

Chapter:
(p.152) 8 Learning from Assessment Events: The Role of Goal Knowledge
Source:
Advances and Innovations in University Assessment and Feedback
Author(s):

D. Royce Sadler

Publisher:
Edinburgh University Press
DOI:10.3366/edinburgh/9780748694549.003.0009

Royce Sadler takes a fresh look at an enduring assessment issue – why is it that students often fail to undertake an assessment task in the way that it has been specified? Sadler suggests that students need to be supported to develop ‘goal knowledge’ of what a final assessment should look like in order to be able to engage with the specified task. Sadler adds to the notion of goal knowledge that of response genre, that needs to be chosen to enable students and assessors to understand the type of assessment required within a certain context. In developing these ideas, Sadler draws particularly on the work of Boulding to explore the relationship between the knowledge a person brings to a situation (such as an assessment task) and the ways in which that knowledge changes through multiple and layered processes of interaction while carrying out that task.

Keywords:   Understanding the assessment task, Response genre, Prior knowledge and changes in that knowledge

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