Making a list checking it twice …

So, when Santa has made his list and checked it twice (was he moderating or standardising?) he has a group of children who have meet the criterion referenced requirements and received feedback (the gift). However, the motivation is extrinsic and over-justification certainly may take place although there is no conflation. There is common understanding of the criteria although perhaps it is geo-socio-culturally influenced!

Contrast this to the marking of a module (Gift Wrapping Paper) at a North Pole University. Consider a scenario. The first assessment in the module covers LOs 1 (the pros and cons of different paper for parcel wrapping) and LO2 (design a wrapping paper print) and the second assessment, an essay on styles of gift-wrapping, addresses LO2 & 3 (justify the use of ribbon in parcel wrapping). The first assessment is worth 60% of the module and the second 40%, with each LO within them worth half of the total.

Overall LO2 is now worth 50% of the module, LO1 30% and LO3 20%.

After the first assessment, part way through the module, the elf-student passes and is given 85% (i.e. 51 of the whole module marks). The marking is against a rubric, which illustrates that the elf-student has achieved a mark between 70-80% for LO1 and 80-90% for LO2.

The elf now claims that they do not need to undertake the second assessment as they have passed the whole module.

The module specification states that all assessments have to be attempted.

The elf now says they will attempt the second assessment but that they do not need to tackle any part that relates to LO2 as they have already passed it. In the exam they draw a picture of a new sleigh design. This is marked and given 4% by a generous marker (i.e.1 of the whole module marks)!

Both assessments attempted, 51% overall. LO1 and LO2 passed but LO3 not.

Should we be dealing with LOs or should we be dealing with assessments?

Santa is checking the specification again.

Dr Peter Gossman
Course Leader Postgraduate Certificate in Learning and Teaching in Higher Education, Principal Lecturer, Institute of Education
University of Worcester

Peter has worked in a range of FE and HE institutions in the UK and NZ in both Education and Academic Development roles, initially at Lincoln University just four songs south of Christchurch on the South Island. He has worked on a large NZ project investigating the Scholarship of Teaching and Learning as well as publishing on a variety of subjects, particularly in relation to ‘good’ teaching and conceptions of teaching and he has published in a range of academic journals.

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