Using assessment criteria as learning criteria: a case study in psychology

By Lin Norton. 2004

126 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/f378da456c19a9ba96a5b31d80a7d57eed6e7008

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. D. Carless
2. Sue Bloxham *
3. Thuy Vu
4. Jessica To
5. Lin Norton
6. Gloria Dall’Alba
7. M. Price
8. R. Mladenovic

Citations in the corpus

• Marking and moderation in the UK: false assumptions and wasted resources (2009, background): “…is designed to add to the debate that is taking place in the pages of this journal on the inherent frailty of marking practices and variability of standards (e.g. Baume, Yorke, and Coffey 2004; Norton 2004; Price 2005; Read, Francis, and Robson 2005; Sadler 2005; Hartley et al. 2006; Knight 2006).”
• Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies (2016, background): “Some teachers are reluctant to show examples of student work for fear that students may assume that there is a standard required answer (Norton 2004).”
• Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars (2013, background): “Where more detailed assessment criteria were provided (Norton 2004, 693) this did not seem to resolve these issues and ‘had the unintended effect of … raising students’ anxieties and leading them to focus on sometimes quite trivial issues’.”
• Students’ experience of peer assessment in a professional course (2007, background): “As Norton (2004) argues, this risk can be addressed by aligning assessment with desired learning.”
• Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria (2006, background): “Norton (2004) proposed that assessment criteria be operationalized as ‘learning criteria’, shifting the emphasis from outcome to process in a way that is intended to promote a deep approach to learning and avoid encouraging students to adopt a strategic approach.”
• Authentic Assessment for Student Learning: An ontological conceptualisation (2014, background): “Authentic assessment extends, then, beyond merely completing tasks that engage students in meaningful learning activities (Norton, 2004).”