Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

Against a backdrop of rising interest in students becoming partners in learning and teaching in higher education, this paper begins by exploring the relationships between student engagement, co-creation and student–staff partnership before providing a typology of the roles students can assume in working collaboratively with staff. Acknowledging that co-creating learning and teaching is not straightforward, a set of examples from higher education institutions in Europe and North America illustrates some important challenges that can arise during co-creation. These examples also provide the basis for suggestions regarding how such challenges might be resolved or re-envisaged as opportunities for more meaningful collaboration. The challenges are presented under three headings: resistance to co-creation; navigating institutional structures, practices and norms; and establishing an inclusive co-creation approach. The paper concludes by highlighting the importance of transparency within co-creation approaches and of changing mindsets about the potential opportunities and institutional benefits of staff and students co-creating learning and teaching.

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Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships

A: The Carnegie Foundation for the Advancement of Teaching was established in 1905 and is an “independent policy and research center. Its current mission is to support needed transformations in American education through tighter connections between teaching practice, evidence of student learning, the communication and use of this evidence, and structured opportunities to build knowledge.” (http://www.carnegiefoundation.org/about-us/about-carnegie)

The carnegie foundation for the advancement of teaching.

Sustainable assessment has been proposed as an idea that focused on the contribution of assessment to learning beyond the timescale of a given course. It was identified as an assessment that meets the needs of the present in terms of the demands of formative and summative assessment, but which also prepares students to meet their own future learning needs. This paper reviews the value of such a notion for assessment; how it has been taken up over the past 15 years in higher education and why it might still be needed. It identifies how it has been a successful intervention in assessment discourse. It explores what more is needed to locate assessment as an intervention to focus on learning for the longer term. It shows how sustainable assessment can help bridge the gap between assessment and learning, and link to ideas such as self-regulation, students’ making judgements about their own work and course-wide assessment.

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Sustainable assessment revisited

Within the higher education context, peer feedback is frequently applied as an instructional method. Research on the learning mechanisms involved in the peer feedback process has covered aspects of both providing and receiving feedback. However, a direct comparison of the impact that providing and receiving peer feedback has on students’ writing performance is still lacking. The current study compared the writing performance of undergraduate students (N = 83) who either provided or received anonymous written peer feedback in the context of an authentic academic writing task. In addition, we investigated whether students’ peer feedback perceptions were related to the nature of the peer feedback they received and to writing performance. Results showed that both providing and receiving feedback led to similar improvements of writing performance. The presence of explanatory comments positively related both to how adequate students perceived the peer feedback to be, as well as to students’ willingness to improve based upon it. However, no direct relation was found between these peer feedback perceptions and students’ writing performance increase.

https://www.tandfonline.com/doi/pdf/10.1080/02602938.2018.1424318

Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance

Graduate attributes have received considerable attention in recent years as universities seek to renew and articulate their purposes. Though many claims are made with respect to the implementation of graduate attributes, there is growing acceptance of the proposition that the strongest evidence of their achievement is their explicit embedding in assessment. While university policies espouse the assessment of graduate attributes, studies have suggested that the effectiveness of this undertaking is often limited by the influence of a range of diverse but interrelated factors. This paper discusses these influential factors and argues that the assessment of graduate attributes is a complex issue that is unlikely to be resolved unless these factors are addressed at a systemic level.

Influences on the assessment of graduate attributes in higher education

What's the point of moderation? A discussion of the purposes achieved through contemporary moderation practices. Assessment & Evaluation in Higher Education (2015) DOI: 10.1080/02602938.2015.1039932

An increasingly regulated higher education sector is renewing its attention to those activities referred to as ‘moderation’ in its efforts to ensure that judgements of student achievement are based on appropriate standards. Moderation practices conducted throughout the assessment process can result in purposes identified as equity, justification, accountability and community building. This paper draws on the limited studies of moderation and wider relevant research on judgement, standards and professional learning to test commonly used moderation practices against these identified purposes. The paper concludes with recommendations for maximising the potential of moderation practices to establish and maintain achievement standards.

/pdf/what-s-the-point-of-moderation-a-discussion-of-the-purposes-hnk34ggdzo.pdf

What’s the point of moderation? A discussion of the purposes achieved through contemporary moderation practices

The national graduate attributes report: Integration and assessment of graduate attributes in curriculum (Research Report)

Introduction: This project has investigated student and staff perceptions and experience of plagiarism in a large Australian dental school to develop a response to an external audit report.

https://www.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1600-0579.2011.00695.x

Academic integrity and plagiarism: perceptions and experience of staff and students in a school of dentistry: A situational analysis of staff and student perspectives

Clair Hughes

Papers

Influences on the assessment of graduate attributes in higher education

What's the point of moderation? A discussion of the purposes achieved through contemporary moderation practices. Assessment & Evaluation in Higher Education (2015) DOI: 10.1080/02602938.2015.1039932

What’s the point of moderation? A discussion of the purposes achieved through contemporary moderation practices

The national graduate attributes report: Integration and assessment of graduate attributes in curriculum (Research Report)

Academic integrity and plagiarism: perceptions and experience of staff and students in a school of dentistry: A situational analysis of staff and student perspectives