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| Autor/in | McMahon, Tim |
|---|---|
| Titel | Combining Peer-Assessment with Negotiated Learning Activities on a Day-Release Undergraduate-Level Certificate Course (ECTS Level 3) |
| Quelle | In: Assessment & Evaluation in Higher Education, 35 (2010) 2, S.223-239 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-2938 |
| Schlagwörter | Peer Evaluation; Group Dynamics; Transformative Learning; Perspective Taking; Personal Autonomy; Learning Activities; Feedback (Response); Student Evaluation; Academic Standards; Undergraduate Study; Criticism; Reflection; Student Motivation; Off the Job Training; Released Time |
| Abstract | Peer-assessment was used within a negotiated curriculum in a module on training and development at ECTS level 3. The students on the programme were exclusively day-release and all had a major responsibility for the management and delivery of work-based training programmes. Analysis of student evaluations, supplemented by those of university assessors and the external examiner, showed that the learning on the programme was transformative in that it changed the way students perceived their own abilities and their potential to make improvements in their work both as students and trainers. Peer-assessment encouraged critical reflection, helped develop skills of autonomous learning and provided feedback that took account of individual learning needs. Weaker students benefited from the talents of their more able peers. Students planned, monitored and assessed their learning activities in a way that significantly increased motivation and raised academic standards. The learning achieved led to a transformation of personal and professional perspective on the part of the students leading to greater personal autonomy. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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