Constructive evaluation: a pedagogy of student-contributed assessment

• Published in: Computer science education Vol. 20; no. 2; pp. 145 - 167
• Main Authors: Luxton-Reilly, Andrew, Denny, Paul
• Format: Journal Article
• Language: English
• Published: Norwood Routledge 01.06.2010; Taylor & Francis Ltd
• Subjects: Computer Science; constructive evaluation; Constructivism (Learning); contributing student pedagogy; Educational Resources; Evaluation; Feedback (Response); Item Banks; Learning; Learning Theories; Lifelong Learning; Multiple Choice Tests; Outcomes of Education; peer assessment; Peer Evaluation; Programming; question-posing; Reflection; Social Theories; Socialization
• ISSN: 0899-3408; 1744-5175
• DOI: 10.1080/08993408.2010.486275

We present an innovative pedagogical approach that we call constructive evaluation, which shifts students from being consumers of knowledge to participants in a community of peers engaged in actively producing and sharing knowledge. Students are required to author a question that assesses one or more of the learning outcomes of a course. In addition to the question, students write a sample solution. These questions and solutions are stored in a question item bank where they become available for other students to use as a learning resource. Once a student answers a question from the item bank, they can see how other students have answered the question and can reflect on their own response. Additionally, students must review the questions they have answered and are given an opportunity to engage in discussion of questions or answers via a feedback mechanism. In addition to improving content knowledge, students develop important meta-skills such as organising and communicating knowledge; judging the quality of information; giving and receiving feedback and improving self-assessment skills. This approach is aligned with both reflective professional practice and social theories of learning.