What the eye doesn’t see: a case study exploring the less obvious impacts of peer assessment.
Cartney, Patricia (2011) What the eye doesn’t see: a case study exploring the less obvious impacts of peer assessment. Middlesex Journal of Educational Technology, 1 (1). ISSN 2041-2762
- Published version (with publisher's formatting)
Available under License Creative Commons Attribution-NonCommercial-NoDerivatives.
For many years now literature has drawn attention to the close relationship between assessment processes and student learning. Increasing attention is currently being paid to exploring some of the inherent complexities in this relationship and how assessment can both promote and inhibit student learning. The role of peer assessment is currently being explored within this framework. This paper reflects on the beginnings of an evaluation into a peer assessment exercise introduced with the aim of enabling students to work actively with the assessment criteria whilst feeding back to each other on their formative work prior to summative submission. Current findings highlight the importance of engaging in an assessment dialogue with students as key issues may impact on student learning but remain invisible to the tutor. The emotional as well as cognitive aspects of peer learning are highlighted alongside the need for learning pedagogies to be incorporated at programme, as well as module, level for peer assessment to be most effective.
|Keywords (uncontrolled):||assessment dialogue, emotional component of learning, cognitive components of learning, programme pedagogies|
|Research Areas:||A. > School of Health and Education > Education|
|Depositing User:||Agi Ryder|
|Date Deposited:||16 Mar 2011 08:45|
|Last Modified:||07 Apr 2016 11:46|
Actions (login required)