Staff student partnership in assessment: enhancing assessment literacy through democratic practices

Deeley, S. J. and Bovill, C. (2017) Staff student partnership in assessment: enhancing assessment literacy through democratic practices. Assessment and Evaluation in Higher Education, 42(3), pp. 463-477. (doi: 10.1080/02602938.2015.1126551)

Abstract

In recent years, research and practice focused on staff and students working in partnership to co-design learning and teaching in higher education has increased. However, within staff–student partnerships a focus on assessment is relatively uncommon, with fewer examples evident in the literature. In this paper, we take the stance that all assessment can be oriented for learning, and that students’ learning is enhanced by improving their level of assessment literacy. A small study in a Scottish university was undertaken that involved a range of different adaptations to assessment and feedback, in which students were invited to become partners in assessment. We argue that a partnership approach, designed to democratise the assessment process, not only offered students greater agency in their own and their peers’ learning, but also helped students to enhance their assessment literacy. Although staff and students reported experiencing a sense of risk, there was immense compensation through increased motivation, and a sense of being part of an engaged learning community. Implications for partnership in assessment are discussed and explored further. We assert that adopting staff–student partnership in assessment and more democratic classroom practices can have a wide range of positive benefits.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Deeley, Professor Susan and Bovill, Dr Catherine
• Authors: Deeley, S. J., and Bovill, C.
• College/School: College of Social Sciences > School of Education > Social Justice Place and Lifelong Education; College of Social Sciences > School of Social and Political Sciences > Urban Studies
• Journal Name: Assessment and Evaluation in Higher Education
• Publisher: Taylor and Francis
• ISSN: 0260-2938
• ISSN (Online): 1469-297X
• Published Online: 29 December 2015
• Copyright Holders: Copyright © 2015 Taylor and Francis
• First Published: First published in Assessment and Evaluation in Higher Education 42(3):463-477
• Publisher Policy: Reproduced in accordance with the copyright policy of the publisher