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MacDonald, Averil (2005) Student Self-evaluation of Coursework Assignments:a route to better perception of quality: Case Study. Learning and Teaching in Higher Education (1). pp. 102-107.
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Abstract
Lecturers routinely put in hours of work marking assignments and providing individual feedback only to find that the next piece of work submitted by the same student shows precisely the same qualities — and the same flaws. I became aware that my students seemed only to notice the ‘bottom line’, i.e. the grade allocated, with a perfunctory scan of the rest of the document in case it was apparent they could increase the mark allocated through appeal. Rarely was there evidence of students taking the advice offered and making an effort to address the particular areas of weakness. Some seemed unable to understand how one piece of work was worthy of a higher grade than another; taking it as just a fact of life that other students would score more highly than they. After all this is what they had experienced for more than a dozen years of education thus far, so why should anything change now?
| Item Type: | Article |
|---|---|
| Article Type: | Article |
| Additional Information: | Learning and Teaching in Higher Education (LATHE) was published by the University of Gloucestershire between 2005 and 2011. LATHE was edited by Phil Gravestock and Michele Hills. Publication has ceased, the final issue was issue No.5 |
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Professional Services > Academic Development Unit |
| Research Priority Areas: | Society and Learning |
| Depositing User: | Anne Pengelly |
| Date Deposited: | 14 Jun 2016 11:00 |
| Last Modified: | 02 Aug 2021 06:47 |
| URI: | https://eprints.glos.ac.uk/id/eprint/3614 |
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