Improving Assessment through Student Involvement: Practical Solutions for Aiding Learning in Higher and Further Education

By N. Falchikov. 2005

485 citations recorded by the source corpus.

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Citations in the corpus

Peer review in higher education: Student perceptions before and after participation (2014, background): “It is widely acknowledged that peer assessment has the potential to be a valuable and effective education tool (Ballantyne et al., 2002; Falchikov, 2005; Gielen et al., 2011).”
Accuracy in student self-assessment: directions and cautions for research (2015, background): “…to teachers’ evaluations of their work can be problematic, because of the notorious lack of accuracy/reliability in teacher grading (Heldsinger & Humphry, 2013; Kirby & Downs, 2007), even when teachers have a common understanding of the criteria for a piece of student work (Falchikov, 2005).”
Formative and shared assessment in higher education. Lessons learned and challenges for the future (2017, methodology): “In addition, if self-assessment is developed, this could equip students for lifelong learning (Boud 2000; Boud and Falchikov 2007; Falchikov 2005).”
Peer and self‐assessment in the first year of university (2011, methodology): “Despite its logical and intuitive appeal, however, Boud (1991) emphasised that this finding needs to be treated with caution and the findings in Falchikov (after a comprehensive review of the literature) are similarly circumspect (Falchikov 2004, 189, 251).”
Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education (2015, background): “Formative assessment processes are directed to monitor and improve student learning through providing students with feedback (Falchikov, 2005).”
Online self-assessment with feedback and metacognitive knowledge (2010, methodology): “Nevertheless, some authors argue that many studies have meth odological weaknesses, because it is not clearly determined whether teachers and students use common standards and criteria when assessing learning (Boud and Brew 1995), self grading is often not defined, or very different scales and metho”
Accuracy of students' self‐assessment and their beliefs about its utility (2010, background): “In a focus-group study, Lew and Schmidt (2006) compared teachers’ and students’ perceptions of the use of self-assessment.”
A Critical Review of Research on Student Self-Assessment (2019, background): “Given the evidence of the unreliability of teachers’ grades (Falchikov, 2005), the assumption that teachers’ assessments are accurate might not be well-founded (Leach, 2012; Brown et al.”
How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? (2012, background): “As to self-assessment, a meta-analysis of Falchikov (2005) indicates that some, but clearly not all, students are able to assess in the way that teachers apply assessment criteria.”
How does student peer review influence perceptions, engagement and academic outcomes? A case study (2014, background): “…http://dx.doi.org/10.1080/02602938.2013.860421 Peer review potentially nurtures a wide array of other benefits, beyond simply providing more feedback (Topping 1998; Dochy, Segers, and Sluijsmans 1999; Sluijsmans 2002; Falchikov 2005; van den Berg, Admiraal and Pilot 2006; Lundstrom and Baker 2009).”
The assessment cycle: a model for learning through peer assessment (2016, background): “Although the assessment cycle focuses on self-assessment, peer assessment can help learners develop a variety of skills, including collaboration, communication, conceptual understanding and problem-solving skills (Falchikov 2005).”
Assessing Assessment Quality: Criteria for Quality Assurance in Design of (Peer) Assessment for Learning--A Review of Research Studies. (2011, background): “Students do not seem to have many concerns about the accuracy of the assessment (Falchikov, 2005).”
Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback (2018, background): “…for their own learning (moving from a passive to a more active learner); developing a better understanding of the subject matter, assessment criteria and their own values and judgements; and developing critical reflection skills (Boud 2013b; Falchikov 2013; Thomas, Martin, and Pleasants 2011).”
Inclusive pedagogy in action: getting it right for every child (2018, background): “Yet, Falchikov’s (2005) review of the literature on formative assessment found that learner control in self-assessment varies greatly.”
A scholarly approach to solving the feedback dilemma in practice (2016, background): “…their academic performance is for them to hold the same conceptions of quality and standards as held by their tutors: ‘The main benefits of involving students in assessment reside in the potential for improving learning and stimulating personal and academic development’ (Falchikov 2005, 189).”