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dc.contributor.authorJessen, Anna
dc.contributor.authorElander, James
dc.date.accessioned2011-12-01T09:24:11Z
dc.date.available2011-12-01T09:24:11Z
dc.date.issued2011-12-01T09:24:11Z
dc.identifier.citationDevelopment and evaluation of an intervention to improve further education students' understanding of higher education assessment criteria: three studies 2009, 33 (4):359 Journal of Further and Higher Educationen
dc.identifier.issn0309-877X
dc.identifier.issn1469-9486
dc.identifier.doi10.1080/03098770903272461
dc.identifier.urihttp://hdl.handle.net/10545/192713
dc.descriptionThree studies about helping Further Education students prepare for study at universityen
dc.description.abstractThis paper reports three studies about preparing Further Education (FE) students for the transition to Higher Education (HE) by improving their understanding of HE assessment criteria. In study 1, students and tutors in both FE and HE were interviewed for a qualitative analysis of their understandings and expectations about assessment criteria. In study 2, students in FE and HE completed questionnaires measuring self-rated understanding and ability about assessment criteria, and beliefs about essay writing. Studies 1 and 2 both showed that FE students were more confident than HE students about their understanding and ability in relation to assessment criteria, but FE students’ understandings suggested more surface approaches to learning and more naïve epistemological beliefs. In study 3, a workshop intervention to improve FE students’ understandings of HE assessment criteria was evaluated in a comparative longitudinal trial. The intervention reduced FE students’ self-rated understanding and ability, and promoted more sophisticated beliefs about essay writing, by comparison with students who received standard tuition. We concluded that interventions to develop more realistic understandings of what is required in academic writing could be used to prepare FE students more effectively for the transition to HE.
dc.language.isoenen
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/03098770903272461en
dc.subjectAssessment criteriaen
dc.subjectEducational transitionsen
dc.titleDevelopment and evaluation of an intervention to improve further education students' understanding of higher education assessment criteria: three studiesen
dc.typeArticleen
dc.identifier.journalJournal of Further and Higher Educationen
refterms.dateFOA2019-02-28T12:41:47Z
html.description.abstractThis paper reports three studies about preparing Further Education (FE) students for the transition to Higher Education (HE) by improving their understanding of HE assessment criteria. In study 1, students and tutors in both FE and HE were interviewed for a qualitative analysis of their understandings and expectations about assessment criteria. In study 2, students in FE and HE completed questionnaires measuring self-rated understanding and ability about assessment criteria, and beliefs about essay writing. Studies 1 and 2 both showed that FE students were more confident than HE students about their understanding and ability in relation to assessment criteria, but FE students’ understandings suggested more surface approaches to learning and more naïve epistemological beliefs. In study 3, a workshop intervention to improve FE students’ understandings of HE assessment criteria was evaluated in a comparative longitudinal trial. The intervention reduced FE students’ self-rated understanding and ability, and promoted more sophisticated beliefs about essay writing, by comparison with students who received standard tuition. We concluded that interventions to develop more realistic understandings of what is required in academic writing could be used to prepare FE students more effectively for the transition to HE.


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