Promoting accessibility of assessment criteria: shifting from a product- to a process- and future-oriented approach

Little research has exclusively focused on the accessibility of AC, despite their substantial impacts on students’ and tutors’ engagement with AC and the facilitative role of AC for assessment and learning. Drawing upon sequential online surveys and interviews with undergraduate students from diverse disciplines in a British university, statistical and content analysis revealed the challenges undergraduates faced to comprehend and use AC for their assessment. This study unveiled the entanglement among accessibility, understanding and usefulness of AC for assessment and learning. It uncovered the different effectiveness of varied ways of tutors introducing AC to students and students’ expectations of how tutors could implement AC in assessment and teaching. It highlighted and substantiated the necessity of shifting from the prevailing product to a process- and future-oriented approach to contextualising and aligning AC with assessment tasks, learning outcomes and feedback and thereby harnessing the accessibility of AC for students.

尽管评估标准的可访问性对学生和老师使用评估标准以及评价标准对评估和学习的促进作用有重大影响, 但很少有研究专本关注评估标准的可访问性。本文对英国某一大学不同学科本科生进行了在线调查和访谈。通过统计和内容分析, 剖析了本科生在理解和使用评价标准时面临的挑战。此研究剖析了评估标准在评估和学习方面的可访问性、可理解性和有用性之间的错综复杂的关系。它阐明了老师向学生介绍评估标准的不同方式对其可访问性有不同效果, 以及学生对老师如何在评估和教学中实施评估标准的期望。此研究强调并证实了从现行的成果导向式转变为过程导向式和未来导向式地实施评价标准的必要性。它同时建议调准评估标准、评估任务、学习成果和反馈建议, 从而提高评估标准的可访问性、可理解性和有用性。