Investigating the capacity of self and peer assessment activities to engage students and promote learning
Year: 2010
Type: article
Abstract: 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 SPARKPLUS 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.
Authors: Keith Willey, Anne Gardner
Institution: University of Technology Sydney
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1971036686