The scenario regarding Boris seems to be directly built on the following paragraph from Gibbs and Simpson (2005):<\/p>\n
\u201cIt is a common observation of higher education teachers that if<\/p>\n
coursework is taken away from a module due to resource constraints,<\/p>\n
students simply do not do the associated studying; for example<\/p>\n
students will rarely write unassessed essays. It is argued that you<\/p>\n
have to assess everything that moves in order to capture students\u2019<\/p>\n
time and energy. However, coursework does not have to be marked<\/p>\n
to generate the necessary learning. Forbes & Spence (1991) reported<\/p>\n
a study of assessment on an engineering course at Strathclyde<\/p>\n
University. When lecturers stopped marking weekly problem sheets<\/p>\n
because they were simply too busy, students did indeed stop tackling<\/p>\n
the problems, and their exam marks went down as a consequence.<\/p>\n
But when lecturers introduced periodic peer-\u00adassessment of the<\/p>\n
problem sheets \u2014 as a course requirement but without the marks<\/p>\n
contributing \u2014 students\u2019 exam marks increased dramatically to a level<\/p>\n
well above that achieved previously when lecturers did the marking.<\/p>\n
What achieved the learning was the quality of student engagement<\/p>\n
in learning tasks, not teachers doing lots of marking. The trick<\/p>\n
when designing assessment regimes is to generate engagement with<\/p>\n
learning tasks without generating piles of marking\u201d (p. 6).<\/p>\n
The trick for Boris will be coming up with a peer-assessed periodic review of the periodic table.<\/p>\n
Reference<\/p>\n
Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students\u2019 learning. Learning and Teaching in Higher Education, 1(1), 3-31. Retrieved from http:\/\/www.open.ac.uk\/fast\/pdfs\/Gibbs%20and%20Simpson%202004-05.pdf<\/p>\n","protected":false},"excerpt":{"rendered":"
The scenario regarding Boris seems to be directly built on the following paragraph from Gibbs and Simpson (2005): \u201cIt is a common observation of higher education teachers that if coursework is taken away from a module due to resource constraints, students simply do not do the associated studying; for example students will rarely write unassessed […]<\/p>\n","protected":false},"author":34493,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3242],"tags":[],"class_list":["post-33","post","type-post","status-publish","format-standard","hentry","category-assessment"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/fleming\/wp-json\/wp\/v2\/posts\/33","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/fleming\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/fleming\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/fleming\/wp-json\/wp\/v2\/users\/34493"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/fleming\/wp-json\/wp\/v2\/comments?post=33"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/fleming\/wp-json\/wp\/v2\/posts\/33\/revisions"}],"predecessor-version":[{"id":34,"href":"https:\/\/blogs.ubc.ca\/fleming\/wp-json\/wp\/v2\/posts\/33\/revisions\/34"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/fleming\/wp-json\/wp\/v2\/media?parent=33"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/fleming\/wp-json\/wp\/v2\/categories?post=33"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/fleming\/wp-json\/wp\/v2\/tags?post=33"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}