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ERIC Number: EJ892116
Record Type: Journal
Publication Date: 2010-Aug
Pages: 15
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0304-3797
Investigating the Capacity of Self and Peer Assessment Activities to Engage Students and Promote Learning
Willey, Keith; Gardner, Anne
European Journal of Engineering Education, v35 n4 p429-443 Aug 2010
The authors have previously reported the effectiveness of using self and peer assessment to improve learning outcomes by providing opportunities to practise, assess and provide feedback on students' attribute development. Despite this work and the research of others, a significant number of students and, indeed, many academics focus on the free-rider deterrent capability of self and peer assessment, rather than its capacity to provide opportunities for developing judgement and facilitating reflection and feedback to complete the learning cycle. The advent of web-based tools such as SPARK[superscript PLUS] allows the frequent and efficient implementation of self and peer assessment activities even in large classes. This article reports the results of an investigation into whether the regular use of self and peer assessment in different contexts promoted effective peer learning, increased engagement and encouraged students to learn. (Contains 7 figures.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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