Sheryl Koers
Abstract
My concern from the onset was that students are often subjected to
methodologies in classrooms that are often brought in through educational
reform. Advocates for the reform, in this case criterion based assessment,
promote its benefits to students, basing that judgment solely on their
own perceptions. This research was designed to investigate the students'
perceptions and understandings of criterion based assessment in order to
seek greater clarification of how a student, as a learner, uses criterion
based assessment to support their own learning. More specifically the study
investigates the students' perception of criteria as a tool in guiding,
monitoring and assessing their learning as well as a tool for self evaluation,
reflection, and goal setting for further learning. The data sources for
this study consisted of written reflections on criteria, a questionnaire,
and selected interviews. The research discovered that overall the students
held a positive view of criteria and felt it did support their learning.
The students showed a good understanding of how criteria is helpful to
them and why. The majority of the students also want to be part of the
process when developing criteria for assignments, as they believe it is
easier to develop criteria when you use examples of exemplar work and proceed
as a class. Interestingly, it was found that while students use criteria
to help understand what they have to do, and for the most part, check that
they have met the criteria, they appear to be less aware of their level
of achievement in meeting each criteria. Because of this, very little reflection
on what they could do next time to improve their work or learning, happens.
If it does it is usually a reflection on how they will colour or write
neater next time.
From our class reflection, it was apparent that for our use, using the criteria to reflect on their learning and to consider ways to improve their work and/or thinking for the next time. Thus developing short and long term goals, is an area that needs further attention.