Investigating the capacity of self and peer assessment activities to engage students and promote learning

Willey, K; Gardner, A

Investigating the capacity of self and peer assessment activities to engage students and promote learning

Willey, K

Gardner, A

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Publication Type:: Journal Article
Citation:: European Journal of Engineering Education, 2010, 35 (4), pp. 429 - 443
Issue Date:: 2010-07-22

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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, A https://orcid.org/0000-0003-2764-591X	en_US
dc.date.issued	2010-07-22	en_US
dc.identifier.citation	European Journal of Engineering Education, 2010, 35 (4), pp. 429 - 443	en_US
dc.identifier.issn	0304-3797	en_US
dc.identifier.uri	http://hdl.handle.net/10453/13890
dc.description.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. © 2010 SEFI.	en_US
dc.relation.ispartof	European Journal of Engineering Education	en_US
dc.relation.isbasedon	10.1080/03043797.2010.490577	en_US
dc.title	Investigating the capacity of self and peer assessment activities to engage students and promote learning	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	35	en_US
utslib.for	130306 Educational Technology and Computing	en_US
utslib.for	09 Engineering	en_US
utslib.for	13 Education	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.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	35	en_US

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. © 2010 SEFI.

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http://hdl.handle.net/10453/13890