Aiming for autonomy: formative peer assessment in a final-year undergraduate course

Carnell, Brent

doi:10.1080/02602938.2015.1077196

Cited by 19 publications

(9 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An assessment culture is, on the other hand, characterized by what Meer and Chapman (2015) describe as learning-oriented assessment, where focus is on the learning elements of assessment assisting students to become reflective practitioners, and to develop higher order cognitive skills. Here focus is on the formative aspects of assessment, as formative techniques are expected to support student motivation and achievement (Nolan 2011;Wiliam 2011;Carnell 2016).…”

Section: Introductionmentioning

confidence: 99%

Digital assessment – how does it challenge local practices and national law? A Norwegian case study

Raaheim

Mathiassen

Moen

et al. 2018

European Journal of Higher Education

View full text Add to dashboard Cite

The traditional exam has a strong holding within Norwegian higher education and is very often the preferred way of assessing students. Digital technology opens up for alternatives to the traditional exam, but so far focus has predominantly been on exchanging pen and paper with personal computers within the traditional framework. Digital alternatives may come in conflict with existing law governing teaching and assessment at university, as the law was written at a time when digital technology did not exist. We present data from a workshop in which 48 individuals from 11 institutions, academics as well as administration, were asked to identify and discuss challenges related to the introduction of digital alternatives. A case study strategy was considered appropriate as this gave us the opportunity to collect information from representatives from many universities and university colleges across Norway. Lack of knowledge about alternatives to the traditional exam, and lack of knowledge as to how digital technology may be used in assessing students were the kind of challenges most often mentioned. Assessment practices may be rooted in an assessment policy, but data from a survey (29% response rate) indicate that there is little awareness concerning this issue within Norwegian higher education institutions.

show abstract

Section: Introductionmentioning

confidence: 99%

Digital assessment – how does it challenge local practices and national law? A Norwegian case study

Raaheim

Mathiassen

Moen

et al. 2018

European Journal of Higher Education

View full text Add to dashboard Cite

show abstract

“…Mutual learning and peer assessment are two very important and positive teaching methods in design education (Carnell, 2015;Tucker & Abbasi, 2015). The use of these two methods in architectural design education is expected to also help students achieve better learning results.…”

Section: Resultsmentioning

confidence: 99%

A Knowledge Conversion Model Based on the Cognitive Load Theory for Architectural Design Education

Liao²,

Wen

et al. 2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The education of architectural design requires balanced curricular arrangements of respectively theoretical knowledge and practical skills to really help students build their knowledge structures, particularly helping them in solving the problems of cognitive load. The purpose of this study is to establish an architectural design knowledge conversion model, helping students to obtain architectural design knowledge through a learning process of knowledge sharing/socialization, extraction, externalization, integration, creation and internalization. This model can help students to effectively solve the problems of cognitive load in the learning process, achieve knowledge construction and storage through meaningful learning, apply their knowledge in their future designs and, ultimately, improve their design capability. This study starts with a literature review on theories of knowledge conversion and cognitive load to establish an architectural design knowledge conversion model complemented with especially designed curricular contents and activities. The model is applied in actual teaching to find out if the application of this model has a positive influence on the students in their learning of architectural design, solving the ill-defined problems in their learning and easing their cognitive load.

show abstract

“…The model suggests that learners should firstly become comfortable engaging in selfassessment tasks, which should incorporate a form of feedback from a more competent other in other to validate their judgment of their own performance against given criteria. Mindful of the potential of self-assessment as a useful first step to support peer assessment (Carnell, 2016), the model proposes a movement towards combining self-assessment and peerassessment to allow the learner to understand how a peer may perceive elements of assessment and feedback differently. Following this, group-to group peer assessment and feedback is encouraged, as this can enhance confidence in judgement and communication of feedback, supported by the relative "safety" or anonymity of making and communicating group judgments.…”

Section: Theory: Using Self-and Peer-assessment To Develop Assessmentmentioning

confidence: 99%

“Because, as a teacher, giving feedback and assessment is actually really difficult”: using self- and peer-assessment to develop Higher Education teachers’ skills in assessment and feedback

Costelloe¹,

Egan²

2020

6th International Conference on Higher Education Advances (HEAd'20)

View full text Add to dashboard Cite

This paper explores the use of self- and peer-assessment to develop skills in assessment and feedback in a postgraduate programme in teaching and learning, targeted at Higher Education practitioners. It explores the rationale underpinning a focus on the development of self- and peer-assessment skills, particularly in the context of the challenges experienced by early career teachers in making evaluative judgments and providing feedback to support student learning. Examples from practice are included to illustrate the activities used to develop practitioners’ ability to evaluate their own learning and that of their peers against given criteria, based on a model for incremental skill development proposed by the authors. In particular, the importance of scaffolding and support, in the form of guidance, templates and rubrics, is explored, in order to build confidence and competence in assessment and both giving and receiving feedback. Focus group feedback confirms that such an incremental approach is welcomed and valued, along with a programmatic approach to the development of these skills, whereby all modules across the programme provide opportunities for the enhancement of the skills associated with assessment and feedback for academic practice.

show abstract

Aiming for autonomy: formative peer assessment in a final-year undergraduate course

Cited by 19 publications

References 18 publications

Digital assessment – how does it challenge local practices and national law? A Norwegian case study

Digital assessment – how does it challenge local practices and national law? A Norwegian case study

A Knowledge Conversion Model Based on the Cognitive Load Theory for Architectural Design Education

“Because, as a teacher, giving feedback and assessment is actually really difficult”: using self- and peer-assessment to develop Higher Education teachers’ skills in assessment and feedback

Contact Info

Product

Resources

About