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    Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria

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    Authors
    Elander, James
    Harrington, Katherine
    Norton, Lin
    Robinson, Hannah
    Reddy, Peter
    Affiliation
    University of Derby
    Issue Date
    2006
    
    Metadata
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    Abstract
    Assessment criteria are increasingly incorporated into teaching, making it important to clarify the pedagogic status of the qualities to which they refer. We reviewed theory and evidence about the extent to which four core criteria for student writing—critical thinking, use of language, structuring, and argument—refer to the outcomes of three types of learning: generic skills learning, a deep approach to learning, and complex learning. The analysis showed that all four of the core criteria describe to some extent properties of text resulting from using skills, but none qualify fully as descriptions of the outcomes of applying generic skills. Most also describe certain aspects of the outcomes of taking a deep approach to learning. Critical thinking and argument correspond most closely to the outcomes of complex learning. At lower levels of performance, use of language and structuring describe the outcomes of applying transferable skills. At higher levels of performance, they describe the outcomes of taking a deep approach to learning. We propose that the type of learning required to meet the core criteria is most usefully and accurately conceptualized as the learning of complex skills, and that this provides a conceptual framework for maximizing the benefits of using assessment criteria as part of teaching.
    Citation
    Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria 2006, 31 (1):71 Assessment & Evaluation in Higher Education
    Journal
    Assessment & Evaluation in Higher Education
    URI
    http://hdl.handle.net/10545/192731
    DOI
    10.1080/02602930500262379
    Additional Links
    http://tandfprod.literatumonline.com/doi/abs/10.1080/02602930500262379
    Type
    Article
    Description
    Analysis and review of the literature on requirements for academic writing
    ISSN
    0260-2938
    1469-297X
    ae974a485f413a2113503eed53cd6c53
    10.1080/02602930500262379
    Scopus Count
    Collections
    Human Sciences Research Centre

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