Student Engagement in Assessments

Student assessment for learning links instruction to assessment. This approach values the learner\u27s use of feedback to reflect on learning, emphasizes process over product, outcomes over objectives, and assessment for learning over assessment of performance. Self- and Peer Assessment (SPA) is beneficial (Heywood, 2000; Ramsden, 1992; Zariski, 1996; Rawson & Tyree, 1989; Boud & Lublin, 1983), but is often undermined (Biggs, 1999). Nonetheless, proponents claim SPA ties learning to assessment (Bostock, 2000), defines the actual curriculum (Ramsden, 1992), and helps students to value their work and gain insights (Trautmann, 2007). Human Communication Studies graduate students are encouraged to use self, peer and instructor assessments to reflect on and improve their learning. This approach is designed to foster student engagement. This presentation incorporates student self-, peer- and instructor-based assessments to engage students in formative, ongoing appraisals of their learning. A mixed methods approach compares student assessments and student feedback on assessment