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Lookup NU author(s): Dr Marie DevlinORCiD, Professor Chris Phillips, Emeritus Professor Lindsay MarshallORCiD
Normal 0 false false false A student’s learning achievements are still interpreted, largely, in terms of their quantitative scores on assessment tasks completed during or at the end of a module of study. Associated with this interpretation is the somewhat tacit assumption that, if a student scores well on assessments, they must be highly engaged with the learning methods and materials associated with that module and their level of engagement has contributed to their success. In this paper, we reflect on peer assessment methods used in group work and try to determine if and how these can impact on student engagement and academic achievement. We review and analyse the quantitative and qualitative results from two undergraduate modules that use different peer assessment methods. We try to determine how the use of peer assessment in each of the modules has impacted on students’ engagement, their learning outcomes and their overall academic achievement. We then discuss how greater engagement could be fostered using a wider range of peer and self-assessment methods and we also give examples of how these methods can be incorporated into current assessment frameworks to facilitate greater student learning and a more accurate measurement of student achievement.
Author(s): Devlin M, Phillips C, Marshall L
Editor(s): White, H
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Published
Conference Name: 11th Annual Conference of the Higher Education Academy Subject Centre for Information and Computer Sciences
Year of Conference: 2010
Pages: 167-172
Date deposited: 14/01/2011
Publisher: The Higher Education Academy Subject Centre for Information and Computer Sciences
URL: http://www.ics.heacademy.ac.uk/events/11th-annual-conf/index.php
Library holdings: Search Newcastle University Library for this item
ISBN: 9780956522016
