Investigating the Potential of Self and Peer Assessment to Develop Learning Oriented Assessment Tasks

Willey, K; Gardner, AP

Investigating the Potential of Self and Peer Assessment to Develop Learning Oriented Assessment Tasks

Willey, K

Gardner, AP

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Publisher:: The School of Mechanical Engineering, The University of Adelaide
Publication Type:: Conference Proceeding
Citation:: Proceedings of the 20th Australasian Association for Engineering Education Conference, 2009, pp. 943 - 952
Issue Date:: 2009-01

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Field	Value	Language
dc.contributor.author	Willey, K https://orcid.org/0000-0003-1478-0346	en_US
dc.contributor.author	Gardner, AP https://orcid.org/0000-0003-2764-591X	en_US
dc.contributor.editor	Kestell, DC	en_US
dc.contributor.editor	Grainger, DS	en_US
dc.contributor.editor	Cheung, PJ	en_US
dc.date	2009-12-06	en_US
dc.date.issued	2009-01	en_US
dc.identifier.citation	Proceedings of the 20th Australasian Association for Engineering Education Conference, 2009, pp. 943 - 952	en_US
dc.identifier.isbn	1-876346-59-0	en_US
dc.identifier.uri	http://hdl.handle.net/10453/10812
dc.description.abstract	The authors have previously reported the effectiveness of using self and peer assessment to improve learning outcomes in groupwork by providing opportunities to practise, assess and provide feedback on studentsâ attribute development. Combining this research and that reported in the literature on learning-oriented assessment we theorised that self and peer assessment would be an ideal tool to develop and facilitate assessments specifically designed to promote learning. In this paper we report testing this theory by integrating self and peer assessment into different learning oriented assessment tasks within a single subject. These tasks use self and peer assessment to not only assess a studentâs contribution to a team project but also assess individual student assignments, their understanding and judgement. The results demonstrate that self and peer assessment is an extremely effective tool in facilitating learning orientated assessments.	en_US
dc.publisher	The School of Mechanical Engineering, The University of Adelaide	en_US
dc.relation.ispartof	Proceedings of the 20th Australasian Association for Engineering Education Conference	en_US
dc.relation.ispartof	Annual Conference of Australasian Association for Engineering Education	en_US
dc.title	Investigating the Potential of Self and Peer Assessment to Develop Learning Oriented Assessment Tasks	en_US
dc.type	Conference Proceeding
utslib.location	Adelaide, Australia	en_US
utslib.location.activity	Adelaide, Australia	en_US
utslib.for	080607 Information Engineering and Theory	en_US
dc.location.activity	Adelaide, Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Civil and Environmental Engineering
pubs.organisational-group	/University of Technology Sydney/Strength - CRIN - Realtime Information Networks
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Adelaide, Australia	en_US
pubs.start-date	2009-12-06	en_US

Abstract:

The authors have previously reported the effectiveness of using self and peer assessment to improve learning outcomes in groupwork by providing opportunities to practise, assess and provide feedback on studentsâ attribute development. Combining this research and that reported in the literature on learning-oriented assessment we theorised that self and peer assessment would be an ideal tool to develop and facilitate assessments specifically designed to promote learning. In this paper we report testing this theory by integrating self and peer assessment into different learning oriented assessment tasks within a single subject. These tasks use self and peer assessment to not only assess a studentâs contribution to a team project but also assess individual student assignments, their understanding and judgement. The results demonstrate that self and peer assessment is an extremely effective tool in facilitating learning orientated assessments.

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http://hdl.handle.net/10453/10812