8 Introduction of a fixed mid-module formative assessment, incorporating a specific formative-only rubric
Dr Andrew G D Holmes
The aim was, to help international students, receive developmental supportive feedback about the standard, level and quality of their work, and to help them better understand the requirement to engage in analytical and methodological critique and criticality. The assessment comprised 800-1000 word published blog critique of a specific journal research paper [students could choose form one of four specific papers]. Students received formative feedback within two weeks of submission, which was five weeks prior to them submitting their summatively assessed work, a written critique of a different research paper.
A formative-specific rubric was used. It was ungraded, with the emphasis on developing and extending the students’ knowledge and understanding of the requirements of the later summative assessment. It signposted students to sources of further information and help, so that they could improve their work. For a copy of the marking rubric please contact Andrew Holmes A.G.HOLMES@HULL.AC.UK
Feedback from students was that the formative rubric really helped them to understand the requirements and expectations of level 7 work generally and, specifically, the requirement to critically analyze and critique. It’s suggested that having a mid-module formal formal assessment process leads to better/improved student engagement than does an ‘informal’ formative assessment. The method could be used within any academic programme/module.
