ERIC Number: EJ687921
Record Type: Journal
Publication Date: 2004-Mar
Reference Count: 19
Involving Students in the Assessment Process
Ellery, Karen; Sutherland, Lee
Perspectives in Education, v22 n1 p99-110 Mar 2004
In order to broaden the range of assessment methods in a first year Geography module at the University of Natal, Durban, peer- and self-assessment activities were integrated into the teaching and learning process. The main purpose of the study was to establish whether involvement of students in the assessment process assisted them in assessing their own academic worth and was beneficial to their learning. In this study students provided estimates of their grades immediately prior to an assessment and immediately afterwards. They then graded an assessment written by a peer as well as their own. Comparisons of these estimates with the final lecturer-awarded grade for the assessment revealed poor correlations initially, but these correlations improved during the course of the study, indicating an improved understanding of their academic worth through participation in the assessment process. These results strengthen the case for using peer- and self-assessment in South African higher educational contexts.
Descriptors: Evaluation Methods, Student Evaluation, Self Evaluation (Individuals), Peer Evaluation, Higher Education, Foreign Countries, Correlation
Perspectives in Education, Faculty of Education, University of Pretoria, Pretoria 0002 South Africa. Tel: +27 (0)12 420 4732; Fax: +27 (0)12 362 5122; e-mail: firstname.lastname@example.org.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A