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ERIC Number: EJ1106176
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0260-2938
Using Self- and Peer-Assessments for Summative Purposes: Analysing the Relative Validity of the AASL (Authentic Assessment for Sustainable Learning) Model
Kearney, Sean; Perkins, Timothy; Kennedy-Clark, Shannon
Assessment & Evaluation in Higher Education, v41 n6 p840-853 2016
The purpose of this paper is to provide a proof of concept of a collaborative peer-, self- and lecturer assessment processes. The research presented here is part of an ongoing study on self- and peer assessments in higher education. The authentic assessment for sustainable learning (AASL) model is evaluated in terms of the correlations between sets of marks. The article provides an explanation of the assessment process, and analyses sets of marks as a means of justifying the validity of the process. The results suggest that students, even those with no prior experience in peer- or self-evaluation, in their first year of tertiary study, under the right conditions, are able to accurately judge their own work and make reasonably accurate judgements of the work of their peers. While previous studies have expounded the benefits of self- and peer assessments in tertiary study, undertaking a prescribed process, such as AASL, has a further implication in allowing others to replicate the process with reasonable assuredness of the validity of the process across various fields of study.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A