Students writing their own feedback; self-assessment mediated by video mark schemes

Abstract

Incoming undergraduates appear to be increasingly reliant on memorisation, which is in part due to their previous educational experiences. Such an approach is ineffective at degree level where a deep synoptic understanding is essential to success. The transition to university presents students with a number of significant challenges, particularly the increased pace of content delivery relative to that encountered at school/college. Many students therefore encounter difficulties in assimilating new knowledge, and applying it to the solution of problems posed in workshops and tutorials. These problems are compounded by the fact that university presents students with fewer opportunities for one-on-one interactions with teaching staff than they may have had previously. We have trialled and evaluated the use of video mark schemes to support self-assessment and help students develop deeper understanding of fundamental concepts. The presentation will describe our approach to the design and delivery of video mark schemes and will give details of our evaluation of the usage of the resources, and the response of students to the use of self-assessment activities in our degree programmes. In particular, we were surprised at the positive response of students to a) the requirement to complete extra „homework? exercises in their own time and b) the requirement to complete self-assessment of their own work. We probed the views of both students and staff to inform the design and implementation of future resources which will build on what has already been achieved and will enhance student learning.

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Identifiers

ORCID for David Read: orcid.org/0000-0002-0575-3816

ORCID for Paul Duckmanton: orcid.org/0000-0001-5173-4651

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