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This version was saved 14 years, 1 month ago View current version     Page history
Saved by David Callaghan
on February 11, 2010 at 9:56:42 pm
 

Assessment:

 

We need a research question:  I think the initial one was something like:

 

How can assessment be made more useful for students?

 

Just keep changing the question above until we get what we want.

 

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Some literature

(You will probably need to be on site to get access to these links.  I use the SRD system which gets around this.  IT are restricting this service. If you want it, get your line manager to request access from IT services).

 

The use of self-, peer and co-assessment in higher education: A review (1999)

Authors: Dochy, F.1; Segers, M.2; Sluijsmans, D.3

Source: Studies in Higher Education, Volume 24, Number 3, October 1999 , pp. 331-350(20)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

The growing demand for lifelong learners and reflective practitioners has stimulated a re-evaluation of the relationship between learning and its assessment, and has influenced to a large extent the development of new assessment forms such as self-, peer, and co-assessment. Three questions are discussed: (1) what are the main findings from research on new assessment forms such as self-, peer and co-assessment; (2) in what way can the results be brought together; and (3) what guidelines for educational practitioners can be derived from this body of knowledge? 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. The article concludes with some guidelines for practitioners.

Link: http://www.ingentaconnect.com/content/routledg/cshe/1999/00000024/00000003/art00006

 

 

Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks (2000)

Nancy Falchikov and Judy Goldfinch

Napier University

Forty-eight quantitative peer assessment studies comparing peer and teacher marks were subjected to meta-analysis. Peer assessments were found to resemble more closely teacher assessments when global judgements based on well understood criteria are used rather than when marking involves assessing several individual dimensions. Similarly, peer assessments better resemble faculty assessments when academic products and processes, rather than professional practice, are being rated. Studies with high design quality appear to be associated with more valid peer assessments than those which have poor experimental design. Hypotheses concerning the greater validity of peer assessments in advanced rather than beginner courses and in science and engineering rather than in other discipline areas were not supported. In addition, multiple ratings were not found to be better than ratings by singletons. The study pointed to differences between self and peer assessments, which are explored briefly. Results are discussed and fruitful areas for further research in peer assessment are suggested.

Review of Educational Research, Vol. 70, No. 3, 287-322 (2000)

DOI: 10.3102/00346543070003287

Link: http://rer.sagepub.com/cgi/content/abstract/70/3/287

 

 

 

 

 

 

 

 

 

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Here's a link to the original front page with useful links about how to use this wiki: Original front page 

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