Developing student understanding of assessment standards: a nested hierarchy of approaches

Abstract

This paper presents a framework of approaches to sharing meaningful knowledge of assessment standards amongst an academic community, particularly students. Presented as a nested hierarchy, these approaches encompass: a ‘laissez faire’ approach in which students’ knowledge of standards is acquired in ad hoc and serendipitous ways; an ‘explicit’ approach focusing on the explicit articulation of standards; a ‘social constructivist’ approach where active use and application of standards develops understanding; and finally, a ‘community of practice’ approach that centres on how students and teachers are absorbed into and become part of the academic practices of their disciplinary community. We propose three practical ways in which such a community approach within the assessment environment may be prompted and enhanced through the use of: social learning space, both physical and virtual; social learning and collaborative assessment practices within curricula; developing student ‘pedagogical intelligence’ (Hutchings 2005).