This morning I’ve been reading an oldish paper (Sambell & McDowell, 1998) about work on the ‘hidden curriculum’, an even older phenomenon (Snyder, 1971).\u00a0<\/p>\n
The hidden curriculum\u00a0can be thought of\u00a0in terms of the distinction between \u2018what is meant to happen\u2019 i.e.\u00a0the curriculum stated officientally by the educational system or institution, and what\u00a0students actually\u00a0experience \u2018on the ground\u2019.\u00a0Assessment is very important in\u00a0determining the hidden curriculum.<\/p>\n
Sambell & McDowell take this one step further. They point out that every student has a different hidden curriculum; the same assessment is interpreted differently not just by \u2018staff\u2019 and \u2018students\u2019 but by individuals. Students bring with them different range experiences, motivations and perspectives which influence their response.<\/p>\n
In the light of this, how are we do work to improve the assessment experience (and hence the hidden curriculum) for all our students, especially in a large and diverse University such as the Open University?\u00a0Dealing with each individual student’s previous experiences and perceptions is challenging. However\u00a0I think we are still missing some very obvious tricks. We assume that our students\u00a0share our understanding of what\u00a0assessment is for, but many probably don’t.\u00a0I am interested in doing some work to improve that understanding, perhaps by running online tutorials for students before their first assignment, to discuss the assessment process not the assessment itself. Then we might to similarly after\u00a0students have got the first piece of work back, to discuss what they have learnt from it and from the feedback.<\/p>\n
Anyone want to join in the fun?<\/p>\n
Sambell, K. & McDowell, L (1998) The construction of the hidden curriculum: messages and meanings in the assessment of student learning, Assessment and Evaluation in Higher Education<\/em>, 23(4), 391-402.<\/p>\n Snyder, B.R. (1971) The hidden curriculum. New York: Alfred A. Knopf.<\/p>\n","protected":false},"excerpt":{"rendered":" This morning I’ve been reading an oldish paper (Sambell & McDowell, 1998) about work on the ‘hidden curriculum’, an even older phenomenon (Snyder, 1971).\u00a0 The hidden curriculum\u00a0can be thought of\u00a0in terms of the distinction between \u2018what is meant to happen\u2019 … Continue reading