Transparency When Assessing Critical Thinking: A Case Study of Student Co-Creation for the Midwifery Curriculum
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| Title: | Transparency When Assessing Critical Thinking: A Case Study of Student Co-Creation for the Midwifery Curriculum |
|---|---|
| Language: | English |
| Authors: | Charlotte Haberstroh (ORCID |
| Source: | Review of Education. 2026 14(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Obstetrics, Allied Health Occupations Education, Student Participation, Curriculum Development, Curriculum Evaluation, Evaluation Methods, Critical Thinking, Critical Reading, Assessment Literacy, Accountability, Skill Development, Partnerships in Education, Undergraduate Students, Academic Standards |
| DOI: | 10.1002/rev3.70128 |
| ISSN: | 2049-6613 |
| Abstract: | This paper examines how student participation can contribute to transparent assessment practices in the context of assessing students' critical thinking skills. Critical reading and writing are key components of assessment in higher education, but the standards are often tacit and implicit. To demystify these learning processes, the academic literacies literature has suggested the integration of academic skills support within university curricula. The paper brings together the literature on assessment transparency, academic literacies and student partnership to answer the question of how student partnership in the context of academic skills development can support transparency in the assessment of critical thinking skills. This study analyses qualitative data from focus groups and student-staff partners' reflective narratives. The data is situated within a case study that aimed to embed academic skills within the curriculum of a midwifery undergraduate programme at a research-intensive university. We propose that student partnership in the design and delivery of academic skills sessions offers a promising way to enhance students' view into educators' expectations and standards, and that vice versa, transparency is also enhanced by educators being better able to understand the ways in which students develop those skills. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504036 |
| Database: | ERIC |
| Abstract: | This paper examines how student participation can contribute to transparent assessment practices in the context of assessing students' critical thinking skills. Critical reading and writing are key components of assessment in higher education, but the standards are often tacit and implicit. To demystify these learning processes, the academic literacies literature has suggested the integration of academic skills support within university curricula. The paper brings together the literature on assessment transparency, academic literacies and student partnership to answer the question of how student partnership in the context of academic skills development can support transparency in the assessment of critical thinking skills. This study analyses qualitative data from focus groups and student-staff partners' reflective narratives. The data is situated within a case study that aimed to embed academic skills within the curriculum of a midwifery undergraduate programme at a research-intensive university. We propose that student partnership in the design and delivery of academic skills sessions offers a promising way to enhance students' view into educators' expectations and standards, and that vice versa, transparency is also enhanced by educators being better able to understand the ways in which students develop those skills. |
|---|---|
| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.70128 |
