Supporting the learning of self and peer assessment in groupwork.

Raban, R; Litchfield, AJ

Supporting the learning of self and peer assessment in groupwork.

Raban, R Litchfield, AJ

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Publisher:: Learning and Teaching Unit, RMIT University
Publication Type:: Conference Proceeding
Citation:: ATN Assessment Conference 2009: Assessment in Different Dimensions - Conference Proceedings, 2009, pp. 271 - 281
Issue Date:: 2009-01

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Field	Value	Language
dc.contributor.author	Raban, R	en_US
dc.contributor.author	Litchfield, AJ	en_US
dc.contributor.editor	Milton, J	en_US
dc.contributor.editor	Hall, C	en_US
dc.contributor.editor	Lang, J	en_US
dc.contributor.editor	Allan, G	en_US
dc.contributor.editor	Nomikoudis, M	en_US
dc.date	2009-11-19	en_US
dc.date.issued	2009-01	en_US
dc.identifier.citation	ATN Assessment Conference 2009: Assessment in Different Dimensions - Conference Proceedings, 2009, pp. 271 - 281	en_US
dc.identifier.isbn	978-0-646-52421-4	en_US
dc.identifier.uri	http://hdl.handle.net/10453/11350
dc.description.abstract	The ability to assess the work of oneself and others are core attributes for professionals. The development of these attributes in our students requires the learning of self and peer evaluation, feedback, reflection and review understandings and skills. This paper discusses issues in the design and learning of self and peer assessment and the impact of a group work online tool TeCTra for Team Contribution Tracking. Since 1998, in a UTS capstone undergraduate subject with large student numbers and large group tasks, different support strategies for self and peer assessment of individual contributions have been implemented. The distribution of the students marks has markedly widened, and now more reflects the reality of differing team member contributions. This substantial change has occurred since 2004 with the use of TeCTra which supports the learning of self and peer evaluation and feedback skills when students assess individual contributions to large group projects. With funds from a 2006 Carrick/ALTC Priority Grant the tool has been further developed, pilot tested and evaluated for use in various disciplines in different Australian Universities. TeCTra is now ready for dissemination and use in national and international higher education.	en_US
dc.publisher	Learning and Teaching Unit, RMIT University	en_US
dc.relation.ispartof	ATN Assessment Conference 2009: Assessment in Different Dimensions - Conference Proceedings	en_US
dc.relation.ispartof	ATN Assessment Conference	en_US
dc.title	Supporting the learning of self and peer assessment in groupwork.	en_US
dc.type	Conference Proceeding
utslib.location	Melbourne	en_US
utslib.location.activity	RMIT University, Melbourne	en_US
utslib.for	130303 Education Assessment and Evaluation	en_US
dc.location.activity	RMIT University, Melbourne	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 Software
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Systems, Management and Leadership
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Melbourne	en_US
pubs.start-date	2009-11-19	en_US

Abstract:

The ability to assess the work of oneself and others are core attributes for professionals. The development of these attributes in our students requires the learning of self and peer evaluation, feedback, reflection and review understandings and skills. This paper discusses issues in the design and learning of self and peer assessment and the impact of a group work online tool TeCTra for Team Contribution Tracking. Since 1998, in a UTS capstone undergraduate subject with large student numbers and large group tasks, different support strategies for self and peer assessment of individual contributions have been implemented. The distribution of the students marks has markedly widened, and now more reflects the reality of differing team member contributions. This substantial change has occurred since 2004 with the use of TeCTra which supports the learning of self and peer evaluation and feedback skills when students assess individual contributions to large group projects. With funds from a 2006 Carrick/ALTC Priority Grant the tool has been further developed, pilot tested and evaluated for use in various disciplines in different Australian Universities. TeCTra is now ready for dissemination and use in national and international higher education.

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http://hdl.handle.net/10453/11350