Is implementing criterion-referenced assessment worth the effort with gen Y?
Cordiner, Moira, Stenzel, Deborah J., & Hafner, Louise M. (2008) Is implementing criterion-referenced assessment worth the effort with gen Y? In Proceedings of : ATN Assessment Conference 2008, Engaging Students in Assessment, University of South Australia, University of South Australia, Adelaide.
Well implemented criterion-referenced assessment (CRA) requires dedicated time and effort, especially in describing realistic expectations of evidence of achievement to students in the form of criteria sheets (or grading rubrics). It is also takes time out of delivering content to teach students how to judge their own work using criteria sheets. In 2007, to engage third year Microbiology students in using criteria sheets for the first time in their degree, we devised an innovative assessment tutorial supported by online resources. We were sceptical of much of the literature that reported ‘agreed’ characteristics of our predominantly gen Y cohort, because of the older ages of the majority of authors. These authors claim gen Y has a propensity for digital media, overconfidence in their own abilities and a collaborative orientation. We rejected this stereotype when developing the tutorial. Evaluations by students were positive and there was no dramatic change to grades for the unit. These results are similar to those in the literature for non gen Y cohorts. This lends support to our claim that giving students control over their own learning, irrespective of their generational label, is worth the time and effort.
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|Item Type:||Conference Paper|
|Divisions:||Past > QUT Faculties & Divisions > Faculty of Science and Technology|
Current > Institutes > Institute of Health and Biomedical Innovation
Past > Schools > School of Life Sciences
|Copyright Owner:||Copyright 2008 please contact the authors|
|Deposited On:||24 Nov 2009 16:10|
|Last Modified:||10 Aug 2011 23:43|
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