Presentation Description
Jemma Skeat1
Sue Garner1 and Melissa Wos-Oxley1
1 Deakin University
Sue Garner1 and Melissa Wos-Oxley1
1 Deakin University
Background:
To maximize the benefits of workplace-based assessments (WBAs), students and assessors must comprehend their purpose and significance. Students need to select assessors who provide meaningful feedback, complete a diverse range of assessments, and utilize feedback for improvement (Winstone et al., 2017). Assessors also need to comprehend the purpose and value of the assessment, and provide meaningful feedback to support student learning (Marcotte et al., 2019). However, challenges arise, including inadequate interaction with support materials, reliance on inaccurate peer information, and skepticism towards the assessment process. Often, completed assessments feature generic feedback, diminishing their value.
To maximize the benefits of workplace-based assessments (WBAs), students and assessors must comprehend their purpose and significance. Students need to select assessors who provide meaningful feedback, complete a diverse range of assessments, and utilize feedback for improvement (Winstone et al., 2017). Assessors also need to comprehend the purpose and value of the assessment, and provide meaningful feedback to support student learning (Marcotte et al., 2019). However, challenges arise, including inadequate interaction with support materials, reliance on inaccurate peer information, and skepticism towards the assessment process. Often, completed assessments feature generic feedback, diminishing their value.
Summary of work:
In collaboration with nine student partners funded through the Deakin Students as Partners program, we aimed to enhance student learning from WBAs. This involved creating resources (e.g., guidance and training materials) and supports (e.g., peer-led activities). The process included: 1) a needs analysis; 2) co-designing resources and supports; 3) evaluating these materials with other students and assessors.
In collaboration with nine student partners funded through the Deakin Students as Partners program, we aimed to enhance student learning from WBAs. This involved creating resources (e.g., guidance and training materials) and supports (e.g., peer-led activities). The process included: 1) a needs analysis; 2) co-designing resources and supports; 3) evaluating these materials with other students and assessors.
Results:
Working with academic staff (authors), students were supported to identify needs with respect to learning from WBAs. Group discussions yielded themes, and potential resources/supports were suggested. Smaller groups of students each collaborated with an academic staff member to co-design these materials. Drafts were shared with peers and assessors to assess their acceptability, usability, and effectiveness.
Working with academic staff (authors), students were supported to identify needs with respect to learning from WBAs. Group discussions yielded themes, and potential resources/supports were suggested. Smaller groups of students each collaborated with an academic staff member to co-design these materials. Drafts were shared with peers and assessors to assess their acceptability, usability, and effectiveness.
Conclusions:
After several years of using usual university methods - ie, Unit and assessment guides/handbooks, orientation, etc- to attempt to support students through a complex assessment process, this project allowed students to engage with creating their own resources to support learning from WBAs. Student co-design is a well-developed concept, and this approach can be easily integrated to enhance engagement in learning, offering a fresh perspective and an effective strategy for supporting students in navigating intricate assessment processes.
After several years of using usual university methods - ie, Unit and assessment guides/handbooks, orientation, etc- to attempt to support students through a complex assessment process, this project allowed students to engage with creating their own resources to support learning from WBAs. Student co-design is a well-developed concept, and this approach can be easily integrated to enhance engagement in learning, offering a fresh perspective and an effective strategy for supporting students in navigating intricate assessment processes.
References (maximum three)
Marcotte, L., Egan, R., Soleas, E., Dalgarno, N., Norris, M., & Smith, C. (2019). Assessing the quality of feedback to general internal medicine residents in a competency-based environment. Canadian medical education journal, 10(4), e32.
Winstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (2017). ‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience. Studies in Higher Education, 42(11), 2026-2041.