Assessment Correction Or Repair Policy

937 WordsApr 15, 20164 Pages
Research Context. A common focus in higher education assessments tends to be on larger, fewer summative assessments because they produce grades, which can cause the presence of intentional formative assessments to be scarce. While frequent quizzes and intra-term exams can be utilized as formative assessments, it is generally the student’s responsibility to gain knowledge from their mistakes on those assessments. Often, these more frequent assessments are seen as purely summative by students and as only affecting overall course grade. (Henderson & Harper, 2009) Instructors miss these opportunities to help their students learn by not using formative assessments properly. A method used to capitalize on formative assessments is commonly called assessment correction or repair policy. In assessment correction, students correct their mistakes after the graded quiz or mid-term exam has been returned to them. A benefit of assessment correction is the students receiving training in metacognition, which is the “ability to think about one’s own thinking and monitor one’s current level of understanding…” (Henderson & Harper, 2009, p. 583). Through correcting their assessments, students will be taught to find the gap between their knowledge and what understanding is expected of them and to fill these gaps themselves. By continually reflecting on assessment performances, student have the opportunity to increase metacognition strategies. Over time, these strategies should allow students
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