Putting a social‐constructivist assessment process model into practice: building the feedback loop into the assessment process through peer review

Abstract

This paper reports the latest stage of a research project focused on developing students’ understanding of assessment criteria, the assessment process and assessment standards. It explains the theory of a social‐constructivist assessment process model and details one particular module where the authors have tried to put it into practice. In particular, it focuses on attempts to actively engage the students with feedback on their work, and the feedback process, and considers the evidence of whether it has been effective.

Notes

1. At Oxford Brookes a Field is an identified collection of modules in a given subject discipline from which a student may acceptably select a programme, according to certain rules.