Literaturnachweis - Detailanzeige
Autor/inn/en | Orsmond, Paul; Merry, Stephen; Reiling, Kevin |
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Titel | The Use of Student Derived Marking Criteria in Peer and Self-Assessment. |
Quelle | In: Assessment & Evaluation in Higher Education, 25 (2000) 1, S.23-38Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0260-2938 |
Schlagwörter | College Freshmen; Criteria; Foreign Countries; Grading; Higher Education; Outcomes of Education; Peer Evaluation; Self Evaluation (Individuals); Tutorial Programs; United Kingdom |
Abstract | Compared student self and tutor, student self and peer, and student and tutor grading using student constructed or tutor provided grading criteria at a British university for a total of 85 first-year biology students. Findings suggest that allowing students to construct their own grading criteria may lead to different learning outcomes compared to having marking criteria imposed on them. (Author/DB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |