Research into effective teaching and learning recognises the importance of the ways in which staff respond critically to student work. Research is ongoing into the most effective ways of providing students with informed and critical commentaries on their work. A recent manifesto for the sector argues that assessment standards are socially constructed so there must be a greater emphasis on assessment and feedback processes that actively engage both staff and students in dialogue about standards. The manifesto suggests that it is when learners share an understanding of academic and professional standards in an atmosphere of mutual trust that learning works best. These relationships of trust should be underpinned by assessments that provide various types of recognition and reward, academic solidarity, generosity, and intellectual engagement.

QUESTION?

The Aske manifesto on assessment and feedback has six principles for effective assessment and feedback. None of these principles mention space. How might the principles established by the Aske manifesto be expressed spatially? (http://www.brookes.ac.uk/aske/manifesto.html)

References

ASKe – Assessment, Standards, Knowledge exchange http://www.brookes.ac.uk/aske/ and http://www.brookes.ac.uk/aske/manifesto.html

Hramiak, A. (2007) Developing Assessment Feedback. Sheffield Hallam University. http://escalate.ac.uk/4147

McCann, L. and Saunders, G. ( 2008) Exploring Student Perceptions of Assessment Feedback, Department of Social Work and Social Policy (SWAP). http://www.swap.ac.uk/docs/projects/rpt_mccann_online.pdf

Nicol, D. (2007). Principles of Good Assessment and Feedback: Theory and practice. From the REAP International Online Conference on Assessment Design for Learner Responsibility, 29th-31st May, 2007. Available at http://ewds.strath.ac.uk/REAP07

Race, P., Brown, S., and Smith, B. (2005) 500 Tips on Assessment. Second Edition

Weaver, M. (2006). ‘Do students value feedback? Student perception of tutors’ written responses’. Assessment and Evaluation in Higher Education, 31 (3), pp 379-394