The effectiveness of using self and peer assessment in short courses: Does it improve learning?

Willey, K; Gardner, AP

The effectiveness of using self and peer assessment in short courses: Does it improve learning?

Willey, K

Gardner, AP

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Publisher:: Engineers Australia
Publication Type:: Conference Proceeding
Citation:: 19th Annual Conference Australasian Association for Engineering Education: Program and Proceedings, 2008, pp. 1 - 6
Issue Date:: 2008-01

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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	Howard, P	en_US
dc.date	2008-12-07	en_US
dc.date.issued	2008-01	en_US
dc.identifier.citation	19th Annual Conference Australasian Association for Engineering Education: Program and Proceedings, 2008, pp. 1 - 6	en_US
dc.identifier.isbn	1 921047 60 7	en_US
dc.identifier.uri	http://hdl.handle.net/10453/11380
dc.description.abstract	The authors have previously reported the effectiveness of using self and peer assessment to improve learning outcomes. Its thoughtful use provides opportunities to practise, assess and provide feedback on students graduate attribute development. Our previous research has shown that it is beneficial for teams to use self and peer assessment multiple times a semester to produce regular feedback allowing students to reflect on their performance, then put into practice what they have learned to improve their future performance and overall grade. In this paper we report our investigation as to whether the use of self and peer assessment produces similar benefits in a short-course where teams rather than staying the same, change for different assessment tasks.	en_US
dc.publisher	Engineers Australia	en_US
dc.relation.ispartof	19th Annual Conference Australasian Association for Engineering Education: Program and Proceedings	en_US
dc.relation.ispartof	Annual Conference of Australasian Association for Engineering Education	en_US
dc.title	The effectiveness of using self and peer assessment in short courses: Does it improve learning?	en_US
dc.type	Conference Proceeding
utslib.location	Australia	en_US
utslib.location.activity	Yeppoon, Queensland	en_US
utslib.for	091503 Engineering Practice	en_US
dc.location.activity	Yeppoon, Queensland	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	closed_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Australia	en_US
pubs.start-date	2008-12-07	en_US

Abstract:

The authors have previously reported the effectiveness of using self and peer assessment to improve learning outcomes. Its thoughtful use provides opportunities to practise, assess and provide feedback on students graduate attribute development. Our previous research has shown that it is beneficial for teams to use self and peer assessment multiple times a semester to produce regular feedback allowing students to reflect on their performance, then put into practice what they have learned to improve their future performance and overall grade. In this paper we report our investigation as to whether the use of self and peer assessment produces similar benefits in a short-course where teams rather than staying the same, change for different assessment tasks.

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http://hdl.handle.net/10453/11380