Journal ArticleDOI
Product comparisons and process benefits of collaborative peer group and self assessments
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In this paper, the authors examined the effect of the authoritarian model of assessment in higher education and its disadvantages on learning and personal development of self and peer group assessment procedures, and the possible effects on learning or personal development.Abstract:
Any student assessment procedure should meet a number of criteria It should be -valid, reliable, practicable and fair, and useful to students(1) The prevailing authoritarian model of assessment in higher education is examined and its disadvantages elaborated Results of some previous studies of self assessment are discussed The present study attempts to meet Percival and Ellington's criteria, and addresses itself to a number of important questions concerning the comparability of self and peer group assessment with traditional methods; the extent of over‐ or undermarking by students, the relationships between accuracy of grading and age or overall ability, and the possible effects on learning or personal development of self and peer group assessment procedures Details of the implementation of the scheme are recorded, and results presented and discussed In terms of both product (the correspondences between self or peer and tutor assessment) and process (the evaluation by students of the effectread more
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Journal ArticleDOI
Peer Assessment Between Students in Colleges and Universities
TL;DR: A definition and typology of peer assessment between students in higher education is proposed, and the theoretical underpinnings of the method are discussed in this paper, and a review of the developing literature follows, including both process and outcome studies.
Journal ArticleDOI
The use of self-, peer and co-assessment in higher education: A review
TL;DR: In this article, a review of literature based on the analysis of 63 studies suggests that the use of a combination of different new assessment forms encourages students to become more responsible and reflective.
Journal ArticleDOI
Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks
Nancy Falchikov,Judy Goldfinch +1 more
TL;DR: The authors found that peer assessments were more similar to teacher assessments when global judgements based on well understood criteria were used rather than when marking involves assessing several individual dimensions. But they did not find that multiple ratings were better than ratings by singletons.
Journal ArticleDOI
Making Sense of Assessment Feedback in Higher Education
TL;DR: In this article, the authors present a thematic analysis of the research evidence on assessment feedback in higher education from 2000 to 2012, focusing on the feedback that students receive within their coursework from multiple sources.
Journal ArticleDOI
Student Self-Assessment in Higher Education: A Meta-Analysis
Nancy Falchikov,David Boud +1 more
TL;DR: This article conducted a meta-analysis of self-assessment studies that compared self- and teacher marks and found that the quality of design of the study and the level of the course of which the assessment was a part were important factors for the closeness of correspondence between self-and teacher marks.
References
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Book
Teaching and Learning in Higher Education
Ruth Mary Beard,James Hartley +1 more
Abstract: From the Editor: Our First Newsletter add 'Ontario', or at least 'Canadian'? Throwing nati,@a~ modesty to the winds for once, and using the rational~" that an organization with no assets had nothing to I~, we decided to use the all-embracing name you see at" the top of this page. As far as we know there is.rro other organization using this title, though there are a;"" number of societies elsewhere in the world that have & similar concern with teaching' and learning in colleg~ and universities. The most well known are pertJaP6' the British Society for Research into Higher Educatic6n-, the., Higher Education Research and Development Society Of Australasia, and the Professional and Organizational Development Network in the United States, We hop~tQ. exchange information with these organizations arr.d b:l;ing news of some of their activities to Society members in future newsletters. In the short term the Society's activities will be;;,'. limited, in keeping with our modest resources'. T~.; major event of 1985 will be the Ottawa Conferenc;e; Another initiative is the launching of this newsletter. This first, issue is inevitably something of a makestJift.. affair. We are including news about the Ottaw...,Conference, with details of some highlights fromi1theic,' preliminary programme. There is a list of forth:comin~-" meetings and seminars that focus on aspects' qf teaching and learning, both in Canada and abroad. A number of colleagues from Canadian universities haVe' submitted news items on activities in their own ..',-' institutions (these of course have been specially solicited, but we are most anxious to receivesimiliJi news items from al)Y of our readers). Lastly, we .{lt16',,' including as' a special bonus insert a listing: oftea~i:n9," improvement (instructional development, if yQ;yp~e-d centres in Canadian universities. We welco,I'n1!¥Q\,If. comments and contributions. " ,",Ai.f
Journal ArticleDOI
Is Self-Grading the Answer?
TL;DR: Filene as mentioned in this paper employed a similar method in a class in introductory psychology during the summer school session of I969 at the University of Windsor and made it clear that this was completely voluntary and that if they preferred not to participate, it would not be held against them.
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Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks
Nancy Falchikov,Judy Goldfinch +1 more