To obtain direct evidence of students' feelings about routine assessment
Aim
To obtain direct evidence of students’ feelings about routine assessment.
Evidence and reflection
We suggest that you work with a group of students from your class and discuss with them examples of some assessments which you have made. Perhaps you could use some written work that has been produced and look at any comments and corrections which you made. How do the students feel about your responses?
You could also self-consciously monitor your verbal feedback during a teaching session. As you comment, observe the students' faces. How do they seem to respond? Are they pleased, wary, confused, anxious, angry, resigned, ambivalent?
Extension
What ways of protecting young people’s dignity can you develop, whilst still providing appropriate assessment feedback to them? Could you negotiate with the students to establish criteria by which their work will be evaluated?
