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| Autor/inn/en | Lindblom-ylanne, Sari; Pihlajamaki, Heikki; Kotkas, Toomas |
|---|---|
| Titel | Self-, Peer- and Teacher-Assessment of Student Essays |
| Quelle | In: Active Learning in Higher Education: The Journal of the Institute for Learning and Teaching, 7 (2006) 1, S.51-62 (12 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1469-7874 |
| DOI | 10.1177/1469787406061148 |
| Schlagwörter | Self Evaluation (Individuals); Peer Evaluation; Teacher Evaluation; Essays; Student Experience; Law Students; Higher Education; Scoring Rubrics; Comparative Analysis; Educational Research |
| Abstract | This study focuses on comparing the results of self-, peer- and teacher-assessment of student essays, as well as on exploring students' experiences of the self- and peer-assessment processes. Participants were 15 law students. The scoring matrix used in the study made assessment easy, according to both teachers and students alike. Self-assessment was sometimes considered difficult, because the students felt it impossible to be objective when considering their own work. In peer-assessment, the students found it difficult to be critical when assessing the essay of a peer. The students found it easier to assess technical aspects of the essays when compared to aspects related to content. (Contains 1 figure and 1 table.) (Author). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; Web site: http://sagepub.com. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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