Assessment for learning: using minor assessment to promote major learning

Willey, K; Gardner, AP

Assessment for learning: using minor assessment to promote major learning

Willey, K

Gardner, AP

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Publisher:: RMIT University
Publication Type:: Conference Proceeding
Citation:: Conference Proceedings ATN Assessment Conference 2009: Assessment in Different Dimensions, 2009, pp. 352 - 362
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	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	Conference Proceedings ATN Assessment Conference 2009: Assessment in Different Dimensions, 2009, pp. 352 - 362	en_US
dc.identifier.isbn	978-0-646-52421-4	en_US
dc.identifier.uri	http://hdl.handle.net/10453/11389
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 regarding learning-oriented assessment we theorised that self and peer assessment would be an ideal tool to develop and efficiently facilitate activities specifically designed to be student centred and promote learning. In this paper we report the effectiveness of a self and peer assessment activity specifically designed to promote collaborative peer learning, require students to take responsibility for their learning and improve their judgement, while at the same time only imposing a small assessment load on academics.	en_US
dc.publisher	RMIT University	en_US
dc.relation.ispartof	Conference Proceedings ATN Assessment Conference 2009: Assessment in Different Dimensions	en_US
dc.relation.ispartof	ATN Assessment Conference	en_US
dc.title	Assessment for learning: using minor assessment to promote major learning	en_US
dc.type	Conference Proceeding
utslib.location	Melbourne	en_US
utslib.location.activity	Melbourne	en_US
utslib.for	130303 Education Assessment and Evaluation	en_US
dc.location.activity	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 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	Melbourne	en_US
pubs.start-date	2009-11-19	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 regarding learning-oriented assessment we theorised that self and peer assessment would be an ideal tool to develop and efficiently facilitate activities specifically designed to be student centred and promote learning. In this paper we report the effectiveness of a self and peer assessment activity specifically designed to promote collaborative peer learning, require students to take responsibility for their learning and improve their judgement, while at the same time only imposing a small assessment load on academics.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/11389