Critical evaluation as an aid to improved report writing: a case study

摘要:

Report writing is an important employability skill for Engineers and Technologists, and this case study describes how a Technology degree module took a novel approach to developing students’ report writing skills. Students learned how to use a criterion-referenced critical evaluation framework for reports and other technological documents. They were given opportunities to practise using the framework both through exemplars and through evaluating the work of their peers. They also carried out self-assessment. The authors’ analysis of this novel approach shows that most students responded well to it and benefited from it. Lessons are drawn from this work for others who wish to improve their students’ report writing skills.

参考文献

Archer, W., and J. Davison. 2008. Graduate Employability: What do Employers Think and Want? London: The Council
for Industry and Higher Education. Accessed September 23, 2013. http://www.cihe.co.uk/graduate-employability/
Bloxham, S., and A. West. 2004. “Understanding the Rules of the Game: Marking Peer Assessment as a Medium for
Developing Students’Conceptions ofAssessment.” Assessment and Evaluation in Higher Education 29 (6): 721–733.
Boud, D. 2000. “Sustainable Assessment: Rethinking Assessment for the Learning Society.” Studies in Continuing
Education 22 (2): 151–167.
Carless, D., D. Salter, M. Yang, and J. Lam. 2011. “Developing Sustainable Feedback Practices.” Studies in Higher
Education 36 (4): 395–407.
CBI /UUK Partnership. 2009. Future Fit: Preparing Graduates for the World of Work. London: Confederation of British
Industry. Accessed September 23, 2013. http://www.cbi.org.uk/media-centre/news-articles/2009/03/future-fit/
Cowan, J. 2010. “Developing the Ability for Making Evaluative Judgements.” Teaching in Higher Education 15 (3):
323–334.
Dommeyer, C. J., P. Baum, R. W. Hanna, and K. S. Chapman. 2004. “Gathering Faculty Teaching Evaluations by InClass and Online Surveys: Their Effects on Response Rates and Evaluations.” Assessment and Evaluation in Higher
Education 29 (5): 611–623.
Duncan, N. 2007. “‘Feed-Forward’: Improving Students’Use of Tutors’Comments.” Assessment and Evaluation in Higher
Education 32 (3): 271–283.
Gibbs, G., and C. Simpson. 2004–2005. “Conditions Under Which Assessment Supports Students’ Learning.” Learning
and Teaching in Higher Education 1: 3–31. Accessed September 23, 2013. http://www2.glos.ac.uk/offload/tli/lets/
lathe/issue1/issue1.pdf
Higgins, R. 2000. “‘Be More Critical’: Rethinking Assessment Feedback.” British Educational Research Association
conference, Cardiff University, 7–10 September 2000.Accessed September 23, 2013. http://www.leeds.ac.uk/educol/
documents/00001548.htm
Hounsell, D. 2007. “Towards more Sustainable Feedback to Students.” In Rethinking Assessment in Higher Education,
edited by D. Boud and N. Falchikov, 101–113. London: Routledge.
Lamb, F., C. Arlett, R. Dales, B. Ditchfield, B. Parkin, and W. Wakeham. 2010. Engineering Graduates for Industry.
London: The Royal Academy of Engineering.
Nair, C.S., A. Patil, and P. Mertova. 2009. “Re-engineering Graduate Skills – A Case Study.” European Journal of
Engineering Education 34 (2): 131–139.
Nicol, D., and D. McFarlane-Dick. 2006. “Formative Assessment and Self-Regulated Learning: A Model and Seven
Principles of Good Feedback Practice.” Studies in Higher Education 31 (2): 199–218.
Orsmond, P., S. Merry, and K. Reiling. 2000. “The Use of Student Derived Criteria in Peer and Self-Assessment.”
Assessment and Evaluation in Higher Education 25 (1): 23–38.
Rust, C., M. Price, and B. O’Donovan. 2003. “Improving Students’ Learning by Developing Their Understanding of
Assessment Criteria and Processes.” Assessment and Evaluation in Higher Education 28 (2): 147–164.
Sadler, D. R. 1987. “Specifying and Promulgating Achievement Standards.” Oxford Review of Education 13 (2): 191–209.
Sadler, D. R. 1989. “Formative Assessment and the Design of Instructional Systems.” Instructional Science 18 (1):
119–144.
Sadler, D. R. 2002. “Ah! . . . So that’s ‘Quality’.” In Assessment: Case Studies, Experience and Practice from Higher
Education, edited by P. Schwartz and G. Webb, 130–136. London: Kogan Page.
Walker, M. 2009. “An Investigation into Written Comments onAssignments: Do Students Find Them Usable?” Assessment
and Evaluation in Higher Education 34 (1): 67–78.
Weaver, M. 2006. “Do students Value Feedback? Student Perceptions of Tutors’ Written Responses.” Assessment and
Evaluation in Higher Education 31 (3): 379–394.

下载
请登录后再下载
相关作者
统计