Case Study 6: Placing the participants in the role of the expert: Co-constructing the assessment requirements
A Case Study from the University sector. Part of the Enhancing the Effectiveness of Tertiary Teaching and Learning through Assessment project.
The University Sector
Name: Dr Viv Aitken
Organisation: The University of Waikato
Researcher: Jill Musgrave
'Drama teaching is about walking the talk. I have other papers where I believe one thing with all my heart, but I'm constrained to deliver in a certain way, and I often open my mouth and say words that don't match the actions - the ideals and realities don't stack up. This paper is my opportunity to walk the talk, so why would I do anything else.'
A university lecturer co-constructs the assessment requirements with her students for her second year option paper called Introduction to Drama in Educational Contexts. Throughout the assessments, there is a strong focus on formative feedback, meta-cognitive skills and gaining an understanding of assessment practices through the experience of co-constructing the requirements.
The lecturer considers that this approach has 'a particular pertinence' because her students are going to be teachers, and they have to learn about assessment. She says, 'It's incredibly valid for them to come up with criteria for their own assessment.'
Although students initially find this approach to be tough, they value what they have learned in the end.