Assessment standards, feedback and plagiarism

  • We are conducting research into improving student learning through active engagement with assessment feedback. Working with the ASKe CETL, we have promoted the significance of both explicit articulation and socialisation processes in improving students' understanding of assessment requirements and assessment feedback. We are evaluating the impact of our attempts to embed these principles at Oxford Brookes through the Assessment Compact.

    We have also been actively research academic practice. Jude Carroll investigated the impact of introducing new procedures for managing suspected plagiarism cases on consistency and transparency in managing cases, drawing parallels with the efforts to ensure reliable assessment decisions. She has also collaborated with others in the UK and around the world to study the use of so-called ‘detection software’ when used formatively on students’ understanding of academic writing.
    This theme has close links with the School of Education's Curriculum, Pedagogy and Assessment research group.

  • Evaluation of the Brookes Assessment Compact

    The ASKe - Centre for Excellence in Teaching and Learning, is addressing issues of assessment standards within such a social constructivist understanding of how standards are agreed and judged.

    Oxford Brookes is a partner in the Project Assessment Strategies project (PASS) which is funded by the Higher Education Academy National Teaching Fellowships Projects. 

    FDTL Engaging Students with Assessment Feedback project

    • Deepwell, F. and Benfield, G. (2012). Evaluating assessment practices: the academic staff perspective. In Clouder, L., Broughan,
    • C., Jewell, S. and Steventon, G. (Eds.) Improving Student Engagement and Development Through Assessment: Theory and practice in higher education. London: Routledge.
    • Rust, C. (2009) “Assessment standards: a potential role for Subject Networks” Journal of Hospitality, Leisure, Sport, and Tourism Education, Vol. 8, No. 1, 124-128 (On-line April 2009)
    • Carroll, J. (2008) Credit where credit is due: citation and plagiarism, in G. Hall (ed) A Handbook for Postgraduate Research Students, Palgrave Macmillan, London.
    • Carroll, J. (2008) ‘Dealing with student plagiarism in transnational teaching’ in M. Wallace & L. Dunn (eds.), Teaching and learning in transnational higher education: Offshore and international students, Routledge, New York.
    • O’Donovan, B., Price, M. & Rust, C. (2008) Developing student understanding of assessment standards: a nested hierarchy of approaches, Teaching in Higher Education, 13(2), 205-217.
    • Price, M., O’Donovan, B., Rust, C. & Carroll, J (2008) “Assessment standards: a manifesto for change.” Brookes eJournal of Learning and Teaching, Vol.2, No. 3. (Online December 2008)
    • Carroll, J. (2007) A Handbook for Deterring Plagiarism in Higher Education (2 nd Ed) Oxford Centre for Staff and Learning Development, Oxford Brookes University.
    • Rust, C. (2007) Towards a scholarship of assessment, Assessment and Evaluation in Higher Education, 32 (2), 229-237.
    • Price, M., O’Donovan, B & Rust, C. (2007) Putting a social-constructivist assessment process model into practice: building the feedback loop into the assessment process through peer-feedback, Innovations in Education and Teaching International, 44 (2), 143-152.
      Rust, C., O’Donovan, B & Price, M. (2005) A social constructivist assessment process model: how the research literature shows us this could be best practice, Assessment and Evaluation in Higher Education, 30 (3), 233-241.
    • Rust, C., Price, M & O’Donovan, B (2003) Improving students’ learning by developing their understanding of assessment criteria and processes, Assessment and Evaluation in Higher Education, 28 (2), 147-164.
    • Rust, C. (2002) The impact of assessment on student learning – how can the research literature practically help to inform the development of departmental assessment strategies and learner-centred assessment practices?, Active Learning in Higher Education 3 (2), 145-158.
    • O’Donovan, B., Price, M. & Rust, C. (2002) Chasing common assessment standards, Teaching Forum, 50.