In this post, Dr Jess Gurney, a Lecturer on the MSc Clinical Education, shares her findings from a project that investigates student perspectives of the value in assessment. This post is part of the Mar-June Learning & Teaching Enhancement theme: Assessment and feedback revisited↗️.
I have been leading a project investigating student perspectives of the value of assessment. This is part of a research study with online MSc Clinical Education students. I undertook eight interviews with students on this programme, spanning across all three years. The aim of the project was to explore student perspectives of value in assessment to gain clearer insight into the relationships and dynamics that students have with the assessment process, and thus help shape the future of the programme. For context, the majority of the assessments within this programme consist of 3,000 word written essays considering the content of a 20-credit course in relation to the student’s own practice.
Much of the project interview discussion unfolded as I expected, such as considering how the assessments require students to engage with the wider literature and organise their thoughts resulting in new insights into their own practice. Similarly, students outlined that undertaking the assessments contributed to their feelings of legitimacy and confidence as educators with an understanding of the wider literature. However, aspects of the interview content came as somewhat of a surprise to me when considering student perceptions of the value in assessment.
Clear and transparent assessment instructions
The interviews had a strong focus on transparency within the assessment process. The students outlined the importance of assessment instructions that provided clarity as to what they are expected to produce. Similarly, the importance of rubrics was a recurring theme. It was not just the presence or absence of rubrics that was considered to be critical. The content of the rubrics was just as important. The rubrics within the MSc Clinical Education are centred around master’s level expectations, such as criticality and reflexivity. Additionally, they incorporate academic writing conventions.
To the educators, this language provides clarity in expectations. However, for the students, the understanding of these terms is not necessarily a shared one. The students outlined that their understanding of the expectations implied by these terms developed over time with practice and feedback. This highlights the improved assessment literacy as they progress through the programme. However, in the context of undertaking multiple courses that are marked to the same expectations across the academic year, arguably these expectations need to be transparent from the beginning.
How helpful are exemplars?
Alongside the assessment instructions and rubrics, exemplars were highlighted as being supportive in creating clarity in expectations. However, attitudes as to what constituted a helpful exemplar were varied. Within the programme we have a range that are used, some that would be considered ‘exemplary’ receiving a distinction grade and others that span across a range of grade boundaries. These exemplars are available to students as anonymised submissions without the associated grades or feedback. Particularly early on in the programme, the students found this range confusing. As much as they felt they were able to identify the stronger exemplars, they were unclear as to how they represented stronger submissions. Without the feedback from the educators that the exemplars received, students were often unclear as to how this would help support them in creating their own work that met the assessment expectations.
Prevailing uncertainty of assessment expectations
The understanding of the expectations from the instructions, rubrics and exemplars was enhanced by educator and peer dialogue, though it was notable that this was not discussed equally by all students. The students with less familiarity with the assessment expectations felt they required additional support from educators in reaching clarity in the expectations of the assessments. This included international students with English as a second language, students who have little experience with essay-based assessments or those who have been out of formal education for some time. At the beginning of the programme of study, despite the considerable effort from the educators in creating instructions and rubrics that are transparent, many students were left feeling uncertain as to the expectations of them.
Expectancy-value theory of motivation
There are parallels from these interviews to the expectancy-value theory of motivation posited by Wigfield and Eccles (2005). The students’ expectancy of success in assessments is supported by transparency in the assessment instructions, rubrics and exemplars with further clarification from educators. Novelty in relation to the assessment is a detractor from expectancy, which can be recognised by educators. Experience in undertaking the assessments over the duration of the programme with supportive feedback can help create clarity and enhance expectancy.
Practical take-aways
There are a few key practical messages I have taken from completing this process.
- The assessment instructions and rubrics should be as jargon-free as possible to outline the expectations to students who may not have a shared understanding of the academic terminology.
- The exemplars would be supported by a brief outline of what the students are expected to take from it, for example, whether they displayed strong academic writing or critical use of literature.
- Throughout the programme, I can support expectancy by welcoming conversations surrounding the upcoming assessments. This is of particular importance for students who have little familiarity with the assessment format. Additional proactive support for these students may be beneficial to ensure they are clear on the expectations of the assessments.
- Feedback is an opportunity to help provide clarity in expectations for future assessments, and the feedback I give should incorporate this. In conversations surrounding value in assessment, the importance of transparency and expectancy cannot be overlooked.
References
Wigfield, A., & Eccles, J. S. (2000). Expectancy—Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25, 68-81.
Jess Gurney
Dr Jess Gurney is a Lecturer on the MSc Clinical Education, and works clinically as a doctor in Medicine of the Elderly.
