APPLICATION FOR TEACHING DEVELOPMENT GRANT

A research and development project funded by the Subject Centre for History, Classics and Archaeology. STUDENTS' EXPERIENCES. OF THE FORMATIVE ...
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STUDENTS’ EXPERIENCES OF THE FORMATIVE ASSESSMENT OF ESSAYS IN HISTORY AND ARCHAEOLOGY AT OXFORD

A research and development project funded by the Subject Centre for History, Classics and Archaeology

University of Oxford CONTENTS Introduction to the Project ..................................................................................... 3 The project team ..................................................................................................... 4 Acknowledgements .................................................................................................. 4 Methodology ........................................................................................................... 5 Background information about the learning context in oxford ............................... 6 Findings .................................................................................................................. 8 Introduction to the findings ......................................................................................... 8 The purposes of essays ............................................................................................... 8 What are the essays for? .......................................................................................... 8 Essays as part of the tutorial process ......................................................................... 9 The relationship between the tutorial essay and preparation for exams ...................... 10 Assessment of essays ................................................................................................ 11 What makes a good essay?..................................................................................... 11 Sources of guidance about assessment criteria ......................................................... 12 The construction and interpretation of assessment ...................................................... 13 Tutors’ aims and approaches .................................................................................. 13 Students’ perceptions of tutors’ feedback ................................................................. 15 Finding your own voice, plagiarism and originality .................................................... 17 Learning to write: the developmental process.............................................................. 19 Developments over the course of a year .................................................................. 19 Comparisons between first, second and third year students ....................................... 20 Talking with others ................................................................................................... 23 Discussion outside the tutorial................................................................................. 23 Discussion within the tutorial .................................................................................. 24 Sharing essays ...................................................................................................... 25 Conclusions and Recommendations .....................................................................28 Issues to consider at the level of tutor-student interaction ............................................ 28 Discipline-specific issues ............................................................................................ 29 Issues to consider at School/Faculty level ................................................................... 30 Appendix 1: Interviews with students ..................................................................31 Appendix 2: Interviews with tutors ......................................................................32 References ............................................................................................................33

School of Archaeology Faculty of History Oxford Learning Institute

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University of Oxford

INTRODUCTION TO THE PROJECT The centrality of formative assessment