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ERIC Number: EJ854393
Record Type: Journal
Publication Date: 2005-Aug
Pages: 21
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1740-5866
Peer Assessment or Peer Engagement? Students as Readers of Their Own Work
Cowan, Jane K.; Creme, Phyllis
LATISS: Learning and Teaching in the Social Sciences, v2 n2 p99-119 Aug 2005
How can students be encouraged to use writing to learn, as well as to think more critically, communicate better and build cooperative relationships with fellow students, under conditions of university expansion and underfunding? This article describes an action-learning project carried out at the University of Sussex investigating the use of peer and self-assessment exercises of pieces of writing by first year university students. We explore student responses to these exercises, which included initial anxiety and subsequent enthusiasm, and focus particularly on the fraught topic of peer assessment. We conclude that while "peer assessment" is often ill-conceived and inappropriately used in teaching contexts, "peer engagement" offers a productive model for building student collaboration, confidence and autonomy, and can be facilitated through the use of simple feedback exercises that can be built into the structure of a wide variety of courses.
Intellect Ltd. The Mill, Parnall Road, Fishponds, Bristol, BS16 3JG, UK. e-mail: info@intellectbooks.com; Web site: http://www.intellectbooks.co.uk
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A