How Consensus Grading Can Help Build a Generation of Critical Thinkers
Consensus grading, as advocated by James Thompson from The University of Adelaide, offers a transformative approach to student assessment, particularly in health disciplines. This method involves three phases: observation, self-appraisal, and assessor critique. Initially, instructors observe student performance without giving immediate feedback. Students then critically appraise their work, discussing their actions and rationales. This self-assessment is done in real-time and without the influence of prior external judgments, fostering metacognitive skills. In the final phase, assessors complement their observations with insights from the student's self-evaluation before sharing their critique. Students who accurately identify their mistakes are rewarded, encouraging self-awareness and critical thinking.
Thompson emphasizes the importance of creating assessments that reflect real-world standards and encourages educators to avoid rigid rubrics that don't align with professional practice. He also suggests that mistakes should be seen as an opportunity for learning, not just penalization. This approach aims to empower students by involving them in grading, thereby promoting a more reflective, critical, and fair assessment method. Additionally, Thompson
recommends frequent and varied testing to accurately gauge student capabilities over time rather than relying on the outcomes of singular high-stakes exams.
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