Integrating Assessment Matrices in Feedback Loops to Promote Research Skill Development in Postgraduate Research Projects
Abstract
Assessment tasks can focus student efforts in what they choose to study. This paper describes the development and initial application of an assessment matrix to support student learning in postgraduate research studies at the University of Adelaide. Students and supervisors in the multi-disciplinary Master programmes also benefit from the clear descriptors to clarify expectations and standardise grading. This reflective paper explores the capacity of a matrix to improve constructive alignment between research course objectives and learning outcomes when it is an integral part of feedback loops.
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Systematic reflection tools can improve understanding between the instructor and students, provide a common consent about how service-learning performance is to be judged, and make assessment more transparent and away from personal prejudices.
“Indeed, systematic reflection tools can improve understanding between the instructor and students [37], providing a common consent about how service-learning performance is to be judged [38], making assessment more transparent and away from personal prejudices [37].”
From Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning (2024) · cites this paper as [37]
Cites
A review of rubric use in higher education
Reddy, Y. M., & Andrade, H. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930902862859 · Cited by 917 · see citing works
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Kayan Fadlelmula, F., & Qadhi, S. M. (2024) · Education Sciences · doi:10.3390/educsci14090987 · Cited by 7 · see citing works
“Indeed, systematic reflection tools can improve understanding between the instructor and students [37], providing a common consent about how service-learning performance is to be judged [38], making assessment more transparent and away from personal prejudices [37].”
Background
- Authors
- Venning, J., & Buisman-Pijlman, F.
- Affiliations
- The University of Adelaide (AU)
- Corresponding author
- Venning, Jackie
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2013-08
- Volume
- 38
- Issue
- 5
- Pages
- 567-579
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2085967108
- Cited by
- 25
- References
- 1
- Citations by year
- 2025: 1 · 2024: 2 · 2023: 2 · 2022: 1 · 2021: 4 · 2020: 3 · 2018: 3 · 2017: 4 · 2016: 2 · 2015: 1 · 2014: 1 · 2013: 1
- FWCI
- 4.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- Adelaide Research & Scholarship (AR&S) (University of Adelaide) (submittedVersion)
- Funders
- University of Adelaide
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Educational Assessment and Pedagogy
- Health Sciences › Health Professions › General Health Professions › Doctoral Education Challenges and Solutions
- Keywords
- assessment matrix, feedback loops, graduate research, constructive alignment, learning outcomes, student supervision, reflective practice
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