Reflective Practice: International and Multidisciplinary Perspectives Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/crep20
Assessing students’ written work: experience of a student practice lecturer in the UK Krishna Regmi
University of the West of England, School of Health and Social Care, Glenside Campus, Blue Lodge, Post‐station 4, Bristol, BS16 1DD, UK Available online: 29 Jan 2010
To cite this article: Krishna Regmi (2010): Assessing students’ written work: experience of a student practice lecturer in the UK, Reflective Practice: International and Multidisciplinary Perspectives, 11:1, 107-114 To link to this article: http://dx.doi.org/10.1080/14623940903500127
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Reflective Practice Vol. 11, No. 1, February 2010, 107–114
THOUGHTPIECE Assessing students’ written work: experience of a student practice lecturer in the UK Krishna Regmi*
University of the West of England, School of Health and Social Care, Glenside Campus, Blue Lodge, Post-station 4, Bristol, BS16 1DD, UK
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(Received 26 June 2009; final version received 19 October 2009) CREP_A_450430.sgm Taylor and Francis firstname.lastname@example.org KrishnaRegmi 0 100000February 11 Taylor 2010 & (print)/1470-1103 Original Article 1462-3943Practice ReflectiveFrancis2010 10.1080/14623940903500127(online)
Assessment is one of the most important tools in teaching and learning in any academic institution, but it is rarely measured in effort, time and effectiveness. As a student practice lecturer, I faced many challenges as well as learning opportunities while working in higher education in the UK. In this paper, I explore some of the important concepts and issues to be considered while assessing or marking students’ written work – academic essays and reports – by reflecting on my own experience of learning at a UK university. This paper concludes that providing appropriate advice and guidance, i.e. feedback, would help students develop strategies for improving their learning and performance. Keywords: assessment; academic marking, feedback; practice lecturer; reflection; higher education institutions (UK)
Introduction Assessment is one of the most powerful tools in teaching and learning in Higher Education Institutions (HEIs), but it is rarely measured in effort, time and effectiveness (Haines, 2004). Practice lecturers confront many challenges and moral responsibilities in the teaching and learning process within higher education because of students’ increased needs (Regmi 2009; Regmi & Regmi, 2008) and exposure to vulnerable situations (Lindh, Severinsson, & Beng, 2008). As Jansen and Van der Veen (1992) argue, students are not totally prepared for new few environments, and often they do not have any...