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Students as partners in assessment (SaPiA): a literature scoping review

Ní Bheoláin, Ruth ORCID: 0000-0001-6334-7501, Lowney, Rob ORCID: 0000-0002-8866-4367 and O'Riordan, Fiona ORCID: 0000-0002-0139-5169 (2020) Students as partners in assessment (SaPiA): a literature scoping review. Other. National Institute for Digital Learning, Dublin City University. ISBN 978-1-911669-17-3

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Abstract

The purpose of this scoping review is to explore what the literature says regarding students as partners in the process of assessment in higher education. In recent years, there has been an increasing emphasis on students as partners in teaching, learning and assessment. Indeed, some educators would argue this is part of a larger paradigm shift in the latter part of last century towards student-centred learning. Conscious of this paradigm shift and the ever-present competing assessment discourses, the review investigates the growing interest in student partnership in assessment specifically, distinct from wider arenas of student partnership. This literature scoping review aims to demystify the ways in which those who teach can partner students by exploring initiatives such as involving them as self or peer assessors, as co-creators of assessment activities and marking criteria, and the use of collaborative opportunities to co-own the assessment process.

Item Type:Monograph (Other)
Refereed:Yes
Uncontrolled Keywords:student partnership; assessment; higher education; assessment as/for/of learning; student engagement; self-assessment; peer assessment; collaborative grading; assessment criteria; assessment activities
Subjects:Social Sciences > Education
DCU Faculties and Centres:DCU Faculties and Schools > NIDL (National Institute for Digital Learning)
University Support Services, Central Administration and Strategic Themes > Office of the Vice-President for Learning Innovation (OVPLI)
Publisher:National Institute for Digital Learning, Dublin City University
Official URL:http://dx.doi.org/10.5281/zenodo.4270579
Copyright Information:© 2020 The Authors. Open Access (CC BY 4.00
ID Code:25254
Deposited On:16 Dec 2020 14:22 by Rob Lowney . Last Modified 16 May 2022 16:08

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