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Turning the Assessed into Assessors; Using Asynchronous Tutor-Mediated Peer Assessment

Owen, R (2009) 'Turning the Assessed into Assessors; Using Asynchronous Tutor-Mediated Peer Assessment.' Journal of Applied Research in Higher Education, 1 (2). 45 - 55. ISSN 1758-1184

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Abstract

This article looks at an attempt to enhance students? critical thinking, professional and personal skills through an innovation in the use of peer assessment on an undergraduate law degree programme. This involved peer assessing asynchronously materials previously submitted. It was also to a limited extent mediated by the tutor as composites of previously submitted work were used to focus on skills development. The innovation?s aim was to enhance student performance. It drew on the existing literature on peer assessment as well as cognitive apprenticeship theory and was premised on the idea that students? learning will be enhanced if they are better enculturated into the assessment process. It was felt that there was a body of students within the lower performing ranges who did not properly understand assessment criteria and consequently under?performed. The effectiveness of the innovation was evaluated through student questionnaires (before and after students received their results), a focus group and a qualitative evaluation by the tutor, on the basis of marking the assessments. Whilst the assessment led to an improvement in student performance, reflection on the experience has identified ways in which the potential of this form of assessment can be further developed in the future.

Item Type: Article
Uncontrolled Keywords: Asynchronous peer assessment, Cognitive apprenticeship theory, Critical thinking skills, Enhancing undergraduate performance, Personal skills, Professional skills
Subjects: K Law > K Law (General)
K Law > KD England and Wales
L Education > L Education (General)
Divisions: Faculty of Humanities > Law, School of
Depositing User: Jake Newell
Date Deposited: 01 Apr 2015 14:59
Last Modified: 18 Oct 2017 16:17
URI: http://repository.essex.ac.uk/id/eprint/13365

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