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Student Participation in Assessment Processes: A Way Forward

Student Participation in Assessment Processes: A Way Forward

Victoria Quesada, Eduardo Garcia-Jimenez, Miguel Angel Gomez-Ruiz
Copyright: © 2017 |Pages: 22
ISBN13: 9781522505310|ISBN10: 1522505318|EISBN13: 9781522505327
DOI: 10.4018/978-1-5225-0531-0.ch012
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MLA

Quesada, Victoria, et al. "Student Participation in Assessment Processes: A Way Forward." Innovative Practices for Higher Education Assessment and Measurement, edited by Elena Cano and Georgeta Ion, IGI Global, 2017, pp. 226-247. https://doi.org/10.4018/978-1-5225-0531-0.ch012

APA

Quesada, V., Garcia-Jimenez, E., & Gomez-Ruiz, M. A. (2017). Student Participation in Assessment Processes: A Way Forward. In E. Cano & G. Ion (Eds.), Innovative Practices for Higher Education Assessment and Measurement (pp. 226-247). IGI Global. https://doi.org/10.4018/978-1-5225-0531-0.ch012

Chicago

Quesada, Victoria, Eduardo Garcia-Jimenez, and Miguel Angel Gomez-Ruiz. "Student Participation in Assessment Processes: A Way Forward." In Innovative Practices for Higher Education Assessment and Measurement, edited by Elena Cano and Georgeta Ion, 226-247. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0531-0.ch012

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Abstract

The participation of students in higher education assessment processes has been proven to have many benefits. However, there is a diverse range of techniques and options when implementing participative assessment, with each offering new possibilities. This chapter focuses on the topic of student participation in assessment processes, and it explores the main stages when it can be developed: participation in design, during implementation, and in grading. This chapter also considers the different modalities that can be used, especially self-assessment, peer assessment, and co-assessment and the three stages that characterise them. Finally, it analyses three experiences of student participation in higher education assessment, highlighting their strengths and weaknesses. These experiences show how participative assessment can be developed in everyday classes, in groups, or individually and how participative assessment can occur in different class settings. They also demonstrate the importance of design, assessment literacy, and some difficulties that might appear during the process.

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