Calibrating assessment literacy through benchmarking tasks

Abstract

In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically, these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (∼500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.

Keywords:

• Peer and self assessment
• feedback
• assessment literacy
• benchmarking
• calibration tasks

Acknowledgments

The authors gratefully acknowledge support of the University of Technology Sydney, and the DVC (Education) Professor Shirley Alexander in implementing and researching the benchmarking tasks, including through funding via UTS Vice-Chancellor’s Learning and Teaching grants. Initial funding for the development of the benchmarking tasks was also received from the Australian Higher Education Participation and Partnerships Program (HEPPP) via UTS First Year Experience grants. Our thanks to Simon Housego who was instrumental in developing the benchmarking tasks and their evaluation. Thanks too to the tutors, and students.

Disclosure statement

No potential conflict of interest was reported by the authors.