Journal article 1195 views
Turning the assessed into assessors using asynchronous tutor‐mediated peer assessment
Journal of Applied Research in Higher Education, Volume: 1, Issue: 2, Pages: 46 - 55
Swansea University Author:
Richard Owen
Full text not available from this repository: check for access using links below.
DOI (Published version): 10.1108/17581184200900013
Abstract
This article looks at an attempt to enhance students’ critical thinking, professional and personal skills through an innovation in the use of peer assessment on an undergraduate law degree programme. This involved peer assessing asynchronously materials previously submitted. It was also to a limited...
| Published in: | Journal of Applied Research in Higher Education |
|---|---|
| ISSN: | 2050-7003 |
| Published: |
2009
|
| Online Access: |
Check full text
|
| URI: | https://cronfa.swan.ac.uk/Record/cronfa34055 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Abstract: |
This article looks at an attempt to enhance students’ critical thinking, professional and personal skills through an innovation in the use of peer assessment on an undergraduate law degree programme. This involved peer assessing asynchronously materials previously submitted. It was also to a limited extent mediated by the tutor as composites of previously submitted work were used to focus on skills development. The innovation’s aim was to enhance student performance. It drew on the existing literature on peer assessment as well as cognitive apprenticeship theory and was premised on the idea that students’ learning will be enhanced if they are better enculturated into the assessment process. It was felt that there was a body of students within the lower performing ranges who did not properly understand assessment criteria and consequently under‐performed. The effectiveness of the innovation was evaluated through student questionnaires (before and after students received their results), a focus group and a qualitative evaluation by the tutor, on the basis of marking the assessments. Whilst the assessment led to an improvement in student performance, reflection on the experience has identified ways in which the potential of this form of assessment can be further developed in the future. |
|---|---|
| College: |
Faculty of Humanities and Social Sciences |
| Issue: |
2 |
| Start Page: |
46 |
| End Page: |
55 |