Students' perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars
Students' perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars
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DOI：
10.1080/02602938.2012.714738
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发表时间：
2013-11-01
影响因子：
4.4
通讯作者：
Price, Margaret
中科院分区：
文献类型：
--
作者：
Bell, Amani;Mladenovic, Rosina;Price, Margaret
年级描述符、评分指南和范例被普遍认为对帮助学生理解评估任务的要求和标准具有积极影响，但对学生如何使用这些资源知之甚少。本文探讨了一年级学生对年级描述符、评分标准和注解样本的有用性的看法。在119名学生中，87%的人认为这些资源很有用。学生们对这些资源的有用性的回应揭示了两个主要观点：(1)寻求准确的指导；(2)对标准的“想法”感到满意。一项专题分析确定了与这些观点有关的10个分主题。寻求精确指导的学生和要求更多样本的学生之间存在着很强的联系，而那些只对标准的“想法”感到满意的学生则认为，这些资源在很大程度上满足了他们的需求，帮助了他们的学习。我们讨论了这些发现的一些启示。
Grade descriptors, marking guides and exemplars are generally accepted to have a positive impact in assisting students' understanding of assessment task requirements and standards, but little is known about how students use such resources. This paper provides insight into the perceptions of first-year students of the usefulness of grade descriptors, marking criteria and annotated exemplars. Of the 119 students who provided their reflections on the resources, 87% found the resources to be useful. Students' responses about the usefulness of the resources revealed two main standpoints: those (1) seeking precise guidance and (2) happy with 'an idea' of standards. A thematic analysis identified 10 subthemes which were related to these standpoints. There was a strong relationship between students seeking precise guidance and requests for even more exemplars, while those happy with only an 'idea' of standards felt the resources largely gave them what they needed and assisted their learning. We discuss some implications of these findings.