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A Briefing on Self, Peer and Group Assessment

Phil Race 2001

Briefing introducing the use of peer, group and self-assessment, the benefits to you and your students and how to implement it from the Learning and Teaching Support Network (LTSN) - now The Higher Education Academy. Rich Text Format file 1.2MB ISBN:1-904190-06-5

http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id9_briefing_on_self_peers_and_group_assessment_snas_901.rtf

Related resources: A Briefing on Assessment of Large Groups
Filed under: Peer and self-assessment
In subject: Generic

Active Learning in Computing (ALiC) CeTL

Liz Burd et al 2050

Centre for Excellence in Teaching and Learning (CETL) focusing on increasing student engagement in computer science subjects. Website includes a number of case studies, research outputs and publications.

http://www.dur.ac.uk/alic/

Filed under: Assessment design, Peer and self-assessment
In subject: Computer science

Assessing Proctors: solving problems in grading student performance in a peer support system' (Rob Hayler, 2009)

Rob Hayler 2007

Case study looking at the use of 'proctorial' peer support sessions in which third year students (proctors) support first year group discussions in philosophy and how the contributions of the proctors can be assessed with a reflective exercise.

http://prs.heacademy.ac.uk/view.html/prsdocuments/3

Filed under: Peer and self-assessment
In subject: Philosophy

Assessing transferable skills in student-led seminars: a case study

Mikael Jamin 2005

A case study examining how a peer-assessed, student-led seminar was used to develop transferable skills such as communication and presentation skills in French students.

http://www.nottingham.ac.uk/pesl/browse/results/peer%2520assessment/assessin314/

Filed under: Assessment design, Peer and self-assessment
In subject: Languages

Assessing Work-related Learning Using e-Portfolios.pdf

Ian Beattie 2010

Case study examining the use of e-portfolios to assess work-based learning (WBL). Published by the Hospitality, Leisure and Tourism Network.

http://www.heacademy.ac.uk/assets/bmaf/documents/publications/Case_studies/enhancing_assessment/Beattie.pdf

Filed under: Different ways to assess your students, Peer and self-assessment, Using technology
In subject: Hospitality

Assessment for learning: guide for law teachers' (General information)

Alison Bone and Karen Hinett 2002

Introduction into several innovative forms of assessment (including self-assessment, peer and self-grading, oral presentations and reflective journals), which can be used to promote student learning.

http://www.ukcle.ac.uk/resources/assessment/guide/innovations.html

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Law

Assessment Matters in Higher Education: Choosing and Using Diverse Approaches

Sally Brown and Angela Glasner 2003

Book exploring the importance of assessment in driving and supporting student learning. Includes advice on methods to improve assessment, introducing innovative assessment methods and involving students with assessment. Brown, S. & Glasner, A. (2003). Assessment Matters in Higher Education: Choosing and Using Diverse Approaches. Buckingham. The Society for Research into Higher Education & Open University Press.

Filed under: Assessment design, Different ways to assess your students, Peer and self-assessment, Why is assessment important?
In subject: Generic

Assessment Revisited

John Heron 1988

Chapter from Developing Student Autonomy in Learning (ed. Boud) advocating the transfer of power in assessment towards students through increased use of collaborative, peer and self-assessment methods as an alternative to the 'authoritarian' traditional assessment methods. The greater engagement with assessment criteria and learning outcomes that this can promote can have positive impacts on student performance and motivation. Developing Student Autonomy in Learning, London: Kogan Page ISBN: 0-85038-416-8

http://www.human-inquiry.com/asre.htm

Filed under: Different ways to assess your students, Peer and self-assessment, Why is assessment important?
In subject: Generic

A-Z of assessment methods

Dr Anne Crook 2011

The A-Z of assessment methods provides examples of a diverse range of different assignments relevant to assessing written, practical problem-based, work placements, performance and oral work. The assignment types have been arranged alphabetically for ease of searching with a brief description of what's involved.

http://www.reading.ac.uk/nmsruntime/saveasdialog.aspx?lID=64763&sID=250950

Filed under: Assessing group work, Assessing large numbers of students, Assessment design, Different ways to assess your students, Peer and self-assessment, Using technology, Why is assessment important?
In subject: Generic

Beth talks about how she forms and writes her ideas when studying'

Beth 2010

A student discusses her experiences of personal reflection on her learning and the benefits that this provides to her understanding.

http://www.studentstories.co.uk/audio/details.php?id=426

Filed under: Peer and self-assessment, Why is assessment important?
In subject: Generic

British psychology students’ perceptions of group-work and peer assessment' (Ann Walker, Aston University)

Ann Walker 2002

Report from an in-depth study examining how students perceive group work and peer assessment. Published in Psychology Learning and Teaching 1 by the Psychology Network

http://www.psychology.heacademy.ac.uk/docs/pdf/p20021021_walker0.pdf

Filed under: Assessing group work, Peer and self-assessment
In subject: Psychology

Case study: introducing peer support and assessment for learning approaches into individual projects

Jenna Tudor 2009

Case study looking at the implementation of Assessment for Learning approaches to a final year engineering module through the use of peer support to provide informal feedback. Published by the Engineering Subject Centre, Higher Education Academy.

http://www.engsc.ac.uk/downloads/scholarart/tudor-case-study.pdf

Filed under: Peer and self-assessment, Why is assessment important?
In subject: Construction management and engineering

Centre for Promoting Learner Autonomy (CPLA CETL) website

Centre for Promoting Learner Autonomy (CPLA CETL) 2050

Website for the Centre for Promoting Learner Autonomy (CPLA CETL) at Sheffield Hallam University. Features a large number of case studies and resources supporting the development of autonomous learning and detailing the benefits and challenges presented by its implementation.

http://extra.shu.ac.uk/cetl/cpla/index.html

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Generic

Computer-Assisted and Peer Assessment: A Combined Approach to Assessing First Year Laboratory Practical Classes for Large Numbers of Students'

Gayle Ferguson, Elizabeth Sheader and Ruth Grady 2008

Case study examining how the combination of computer assisted assessment and peer assessment to assess a group of 400 students can improve student satisfaction by increasing the timeliness of feedback.

http://www.bioscience.heacademy.ac.uk/journal/vol11/beej-11-4.aspx

Filed under: Assessing large numbers of students, Peer and self-assessment, Using technology
In subject: Biological sciences

Creating a Learning Community: the Canterbury Tales VLE

Gail Ashton  2005

Case study examining the use of a VLE to support delivery and assessment a module in light of increasing student numbers. Students were assessed on a personal portfolio, which recorded their contributions to a piece of group work, as well as a final summative assessment.

http://www.english.heacademy.ac.uk/explore/publications/casestudies/technology/tales.php

Filed under: Assessing group work, Peer and self-assessment, Using technology
In subject: English language and literature

Cultivating community: why it’s worth doing and three ways of getting there (ASKe)

ASKe 2009

A three step guide to creating a learning community and the benefits of doing so from the Assessment Standards Knowledge exchange (ASKe), Oxford Brookes University

http://www.brookes.ac.uk/aske/documents/5317-Obu_123-CultComm_v3[1].pdf

Filed under: Peer and self-assessment, Why is assessment important?
In subject: Generic

Designing Assessment To Improve Physical Sciences Learning: A Physical Sciences Practice Guide

Phil Race 2003

A publication combining some of Phil Race's previous work on assessment, including extracts from The Lecturer's Toolkit. Includes content on the importance of assessment, assessment design, feedback, involving students in assessment and the pros and cons of different assessment techniques. Despite being branded as a physical sciences publication, the content is almost entirely generic and can be applied across all disciplines. Race, P. (2009). Designing Assessment To Improve Physical Sciences Learning: A Physical Sciences Practice Guide. Hull. Higher Education Physical Sciences Subject Centre.

http://www.heacademy.ac.uk/assets/ps/documents/practice_guides/practice_guides/ps0069_designing_assessment_to_improve_physical_sciences_learning_march_2009.pdf

Related resources: The Lecturer's Toolkit
Filed under: Assessment design, Different ways to assess your students, Peer and self-assessment, Why is assessment important?
In subject: Generic

Enhancing Learning Through Self-Assessment

David Boud 1995

Book exploring the pedagogic rationale behind introducing self-assessment, examples of practice and advice on implementing self-assessment. Boud, D. (1995). Enhancing Learning Through Self-Assessment. London. Routledge Falmer.

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Generic

E-portfolio use in the Kent School of Architecture

Louise Frith & Rachel Thapa-Chhetri 2009

Case study looking at the use of e-portfolios to enable first year architecture students to showcase their work and reflect on their progress. Published by Centre for the Built Environment, The Higher Education Academy

http://www.heacademy.ac.uk/assets/cebe/Documents/resources/casestudies/cebe/LouiseFrith2009.pdf

Filed under: Different ways to assess your students, Peer and self-assessment, Using technology
In subject: Construction management and engineering

Evaluation as a method of assessment

Ruth Craig 2002

A law lecturer describes her experiences of using student evaluations as a means of assessment, developing students' judgement skills and encouraging self-reflection. Presentation at Vocational Teachers Forum II, 1 July 2002, UK Centre for Legal Education, The Higher Education Academy

http://www.ukcle.ac.uk/resources/vtf/craig.html

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Law

Improving Assessment Through Student Involvement: Practical solutions for aiding learning in higher and further education

Nancy Falchikov 2005

A book rooted in the pedagogy of assessment focusing on the issues that more traditional forms of assessment present and how student involvement in assessment through peer and self-assessment and collaborative assessment can address these. Includes an analysis of some of the common concerns regarding student involvement in assessment and recommendations for putting such techniques into practice. Falchikov, N. (2005). Improving Assessment Through Student Involvement: Practical solutions for aiding learning in higher and further education. Abingdon. RoutledgeFalmer.

http://books.google.co.uk/books?id=RLcbOkRMNjIC&lpg=PP1&pg=PP1#v=onepage&q&f=false

Filed under: Assessing group work, Assessment design, Different ways to assess your students, Peer and self-assessment, Using technology, Why is assessment important?
In subject: Generic

Improving geography essay writing using innovative assessment

Rachel Pain and Graham Mowl 1996

Article examining how the use of peer and self-assessment can help students to gain an insight into and understanding of assessment criteria and improve their subsequent essay writing performance. Published in Journal of Geography in Higher Education, 20(1), 19-3 DOI: 10.1080/03098269608709341 Please note, a subscription is required to access this resource. University of Reading staff and students will have access via the institutional subscription.

http://dx.doi.org/10.1080/03098269608709341

Filed under: Peer and self-assessment
In subject: Geography

Improving student satisfaction with feedback by engaging them in self-assessment and reflection

Iouri Belski 2009

Article evaluating the use of the TERISSA procedure (see www.terissa.com for more) as a means of encouraging reflection through self-assessment. The paper finds that the feedback that the method provides is highly regarded by students and that they use the findings to direct their learning. The process also helps to develop their skills in analysis, judgement and problem solving. Published in the proceedings of the ATN Assessment Conference 2009, Royal Melbourne Institute of Technology, Australia.

http://emedia.rmit.edu.au/conferences/index.php/ATNAC/ATNAC09/paper/viewFile/144/20

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Engineering

Improving the feedback mechanism and student learning through a self-assessment activity

Paul Sendziuk 2009

Paper that examines student's perceptions of written feedback from tutors and suggests a method of engaging students with feedback by implementing a self-assessment exercise. In doing so, students gain a deeper insight into the assessment criteria, improved judgement skills and an understanding of how to improve on their grades in future. Published in the proceedings of the ATN Assessment Conference 2009, Royal Melbourne Institute of Technology, Australia.

http://emedia.rmit.edu.au/conferences/index.php/ATNAC/ATNAC09/paper/viewFile/75/25

Filed under: Peer and self-assessment
In subject: History

Inside the black box: Raising standards through student assessment

Paul Black, Dylan Wiliam 1998

Widely referenced paper examining the benefits of formative assessment and ways in which formative assessment can be improved.

http://weaeducation.typepad.co.uk/files/blackbox-1.pdf

Filed under: Peer and self-assessment, Why is assessment important?
In subject: Generic

Investigating the use of Tutorial Group conferences as a teaching tool'

Natasha Sigala 2007

Project looking into how online tutorial group conferences can support learning and assessment by providing students with an opportunity to engage in peer and self-evaluation and allowing for formative assessment. Published by the Personalised Integrated Learning Support Centre for Excellence in Teaching and Learning (PILS CETL) at the Open University.

www.open.ac.uk/cetl-workspace/cetlcontent/documents/4989513539cad.doc

Filed under: Peer and self-assessment, Using technology
In subject: Psychology

Investigating theory and practice in Assessment for Learning: Four case studies Volume 1

Catherine Montgomery Liz McDowell 2008

A collection of case studies from the Centre for Excellence in Teaching and Learning in Assessment for Learning (CETL AfL) looking at how Assessment for Learning can be implemented into modules and the benefits to student learning and assessment that this provides. Published in CETL AfL Occasional Papers 1, Northumbria University.

http://www.northumbria.ac.uk/static/5007/cetlpdf/casestudies1.pdf

Filed under: Assessment design, Different ways to assess your students, Peer and self-assessment, Why is assessment important?
In subject: Generic

Involving students in assessment

Nancy Falchikov 2004

Journal paper discussing the importance of involving students in the assessment process and methods by which students can be brought into assessment. Reviews literature to identify the benefits of transferring power, identifies problems, solutions and other potential issues. Published in Psychology Learning and Teaching, 3(2), 102-108, The Higher Education Academy Psychology Network, The Higher Education Academy

http://www.psychology.heacademy.ac.uk/docs/pdf/p20040519_falchikovpdf.pdf

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Psychology

JISC eportfolio resource

JISC 2011

Landing page for the JISC e-portfolios programme, with links to further information, resources and projects.

http://www.jisc.ac.uk/eportfolio

Filed under: Different ways to assess your students, Peer and self-assessment, Using technology
In subject: Generic

Judgment calls

Rebecca Atwood 2008

Article from Times Higher Education discussing the reliability of tutor marking and demonstrating the range and variability of marks through an experiment. Provides and interesting insight into the range of marks awarded for the same piece of work and highlights the tacit nature of what makes a 'good' piece of work and the difficulties faced by students even when assessment criteria are clear. Published in Times Higher Education, 18 September 2008

http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=403612

Filed under: Different ways to assess your students, Peer and self-assessment, Why is assessment important?
In subject: Generic

Law students engaging in a critique of their own learning experience: concept mapping as a tool for student self assessment

Jane Henderson, Laurie Lomas 2008

Report on the use of concept mapping to help first-year students reflect on their progress, promote engagement and help students to prepare for exams. Presented at the Learning in Law Annual Conference: (Dis)integration...designs on the law curriculum2008 (LILAC)

http://www.ukcle.ac.uk/resources/teaching-and-learning-practices/engagement/

Filed under: Peer and self-assessment
In subject: Law

LearnHigher: Group Work

LearnHigher 2009

Collection of video resources providing guidance and advice on implementing and supporting group work.

http://learnhigher.ac.uk/videoresources/groupwork/

Filed under: Assessing group work, Different ways to assess your students, Peer and self-assessment, Using technology
In subject: Generic

Making assessment count

Gunter Saunders 2010

Project page for JISC funded project looking at increasing student engagement with assessment through the use of technology to deliver timely feedback. Students are required to complete a learning journal (blog) in which they reflect on this feedback

http://www.jisc.ac.uk/whatwedo/programmes/elearning/curriculumdelivery/makingassessmentcount.aspx Project website: https://sites.google.com/a/staff.westminster.ac.uk/mac/Home/contact

Filed under: Different ways to assess your students, Peer and self-assessment, Using technology
In subject: Biological sciences

Online Projects Using Discussion Boards

Michael A. Quinn 2007

Case study showcasing the use of online discussion boards as a tool to introduce peer assessment as a means of encouraging student engagement and increasing motivation. Published by the Economics Network, Higher Education Academy.

http://www.economicsnetwork.ac.uk/showcase/quinn_blackboard

Filed under: Different ways to assess your students, Peer and self-assessment, Using technology
In subject: Economics

Peer and Self Assessment of Posters in Archaeology

Paddy Woodman 2050

Case study from the University of Reading which aims to introduce formative assessment and rapid feedback to a module through the use of peer and self-assessment of a poster presentation. Includes downloadable examples of peer and self-assessment forms, as well as a tutor feedback form.

http://www.reading.ac.uk/internal/cdotl/Teachingenhancement/AssessmentandFeedbackcasestudies/cdotl-DrPaddyWoodmanPeerAndSelfAssessmentPostersInArchaeologyCaseStudy.aspx

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Archaeology

Peer assessment

Ian Hughes 1995

Journal article examining a case study which introduces peer assessment of practical lab reports and measures the impact on student learning and skill acquisition compared to previous cohorts. Published in HEC, Capability, V1.3, 1995, pps 39-43 (now archived by The Higher Education Academy)

http://www-new1.heacademy.ac.uk/assets/york/documents/resources/heca/heca_jn1-3_p39-43.pdf

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Pharmacy

Peer Assessment in a Second Year Macroeconomics Unit'

Geoffrey Crockett, Vasanthi Peter 2003

Case study looking at the introduction of group-based peer assessment in order to improve student learning strategies. The study includes data on student perceptions of the assessment and the effect on student outcomes. Published by Economics Network, Higher Education Academy

http://www.economicsnetwork.ac.uk/showcase/crockett_peer.htm

Filed under: Assessing group work, Peer and self-assessment
In subject: Economics

Peer assessment of practical reports and its influence on learning and skill aqcuisition.

Ian Hughes 1995

Journal article in which Ian Hughes describes how the introduction of peer assessment to a first year pharmacology module saved staff time as well as improving student performance. Originally published in Higher Education for Capability's journal Capability, V1.3, 1995, pps 39-43 - reproduced by The Higher Education Academy.

http://www-new1.heacademy.ac.uk/assets/york/documents/resources/heca/heca_jn1-3_p39-43.pdf

Filed under: Peer and self-assessment, Using technology
In subject: Generic

Peer assessment: easy to say, hard to do

Lynne Powell 2009

A project funded by the Business, Management, Accountancy and Finance Network, Higher Education Academy aiming to improve peer assessment practice, better understand the challenges faced when implementing peer assessment and find solutions to these challenges. Includes pro formas for peer and self-assessment.

http://www.heacademy.ac.uk/business/projects/detail/trdg/2008-09/0809trdg_Lynne_Powell_Northumbria

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Business and management

Peer Assessment: What's it all about?

Ian Hughes 2006

Presentation with audio and transcript which outlines the benefits of using peer assessment to both students and staff. Published by the Open University.

http://stadium.open.ac.uk/stadia/preview.php?s=39&whichevent=737

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Generic

Peer Assisted Learning (PAL)

Assessment Standards Knowledge exchange (ASKe) 2010

Overview of the Peer Assisted Learning scheme (PAL) implemented at Oxford Brookes University including a breakdown of the benefits to student leaders, participants and staff.

http://www.brookes.ac.uk/aske/strandOne/strandOnePAL.html

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Generic

Peer-assessment of group work in a large class – development of a staff and student-friendly system

Barbara Cogdell, Andrea Brown and Ailsa Campbell 2004

Case study in which peer-assessment was used to assess group work in a large class. The method served to reduce administrative time as well as having a positive impact on student learning. Published in Self- and Peer-Assessment: Guidance on Practice in the Biosciences by the Centre for Bioscience, The Higher Education Academy, Leeds 0 9548751 0 9

http://www.bioscience.heacademy.ac.uk/ftp/TeachingGuides/casestudy4_Cogdell.pdf

Filed under: Assessing group work, Assessing large numbers of students, Peer and self-assessment
In subject: Biological sciences

Principles for using self and peer assessment

Education Enhancement Unit, University of Exeter 2010

A list of principles for using peer and self-assessment in student work. These can prove useful when trying to justify the use of peer or self-assessment over a more traditional method. Published by the University of Exeter

http://admin.exeter.ac.uk/academic/tls/tqa/Part%205/5Dpeerassess1.pdf

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Generic

Putting a social-constructivist assessment process model into practice: building the feedback loop into the assessment process through peer review

Margaret Price, Berry O'Donovan, Chris Rust 2007

Journal article examining a research project which aims to directly engage students with assessment criteria, the standards by which they are assessed and the assessment process through the introduction of peer review. Published in Innovations in Education and Teaching International, Volume 44, Issue 2 May 2007 , pages 143 - 152, Routledge 10.1080/14703290701241059 Please note: The linked version is a pre-print proof. The published version can be found here: http://dx.doi.org/10.1080/14703290701241059

http://radar.brookes.ac.uk/radar/items/537c1a04-5c96-4240-1535-e3b9cd217976/1/price2007putting.pdf

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Generic

Self and peer assessment form

Royal Holloway University 2010

Peer and self-evaluation form for collecting information on individual contributions to group work. Can be used to identify and reduce the impact of freeloaders on groups. Published by Royal Holloway University

http://www.rhul.ac.uk/management/informationforcurrentstudents/postgraduate/documents/pdf/self-and-peer-assessment-form.pdf

Filed under: Assessing group work, Peer and self-assessment
In subject: Generic

Self- and Peer-Assessment for Built Environment Students (Briefing guide no 14)

Deborah Peel 2009

An introduction into the use of peer and self-assessment, its benefits to students and staff, how it can be introduced and its relevance to the built environment. CEBE Briefing Guides Series, No. 14, Centre for the Built Environment, The Higher Education Academy 1744-9839

http://www.heacademy.ac.uk/assets/cebe/Documents/resources/briefingguides/BriefingGuide_14.pdf

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Construction management and engineering

Self- and Peer-Assessment: Guidance on Practice in the Biosciences

Paul Orsmond (Ed. Stephen Maw) 2011

Booklet providing an introduction to and guidance on the use of peer and self-assessment in the biosciences that is also relevant across other disciplines. Includes pedagogic rationale for introducing peer and self-assessment, advice on getting started and case studies. Published by the Centre for Bioscience, The Higher Education Academy, Leeds 978 0 9569288 3 2

http://www.bioscience.heacademy.ac.uk/resources/guides/selfpeerassess.aspx

Related resources: Peer-assessment of group work in a large class – development of a staff and student-friendly system
Filed under: Assessment design, Different ways to assess your students, Peer and self-assessment
In subject: Biological sciences

Self-Assessment

Phil Bannister, Ian Baker 2000

Case study looking at the use of self-assessment to improve students' awareness and understanding of assessment criteria and gauge their own performance against these. Includes a sample self-assessment sheet and a student guide explaining self-assessment. Assessment and the Expanded Text, School of Humanities, University of Northumbria 1-86135-080-5

http://www.english.heacademy.ac.uk/archive/publications/casestudies/self.pdf

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: English language and literature

Strategies for Diversifying Assessment in Higher Education Section 5: Involving students in the assessment process

Brown, S. , Rust, C. and Gibbs, G 1994

Chapter from Strategies for Diversifying Assessment in Higher Education outlining the benefits of involving students with assessment through peer and self-assessment and how these practices can be implemented. Originally published in Strategies for Diversifying Assessment in Higher Education Oxford: Oxford Centre for Staff Development (1994) ISBN: 1873576236

http://www.londonmet.ac.uk/deliberations/ocsld-publications/div-ass5.cfm

Related resources: Strategies for Diversifying Assessment in Higher Education.
Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Generic

Student peer assessment

Stephen Bostock 2000

An overview of peer assessment including its benefits, potential drawbacks, a case study and the potential benefits that technology can provide to its management. Published by The Higher Education Academy

http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id422_student_peer_assessment.pdf

Filed under: Assessing large numbers of students, Peer and self-assessment, Using technology
In subject: Computer science

Student self-assessment of records of practical work in biology

Jimmy Chubb 2002

Case study looking at the use of self-assessment of lab work to promote students' understanding of what quality work is and promote judgment skills. The study details how the approach reduce staff marking effort, encouraged student responsibility and improved the overall quality of student work, as well as enhancing student learning.

ftp://www.bioscience.heacademy.ac.uk/events/birmingham/chubb.pdf

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Biological sciences

Student self-evaluation in archaeological fieldwork

Nick Thorpe 2004

Case study looking at the introduction of self-assessment to an archaeological fieldwork course as a means of improving students' self-reflection and judgement skills, as well as their overall performance. Published by The Subject Centre for History, Classics and Archaeology, The Higher Education Academy

http://www.heacademy.ac.uk/assets/hca/documents/reports/thorpe-final.pdf

Filed under: Peer and self-assessment
In subject: Archaeology

Supporting Good Practice in Assessment in Mathematics, Statistics and Operational Research

Neil Challis, Ken Houston and David Stirling 2004

Briefing outlining best practice in assessment for mathematics, statistics and operational research subjects. Published by the Maths, Stats and OR Network, Higher Education Academy.

http://mathstore.ac.uk/headocs/SupportingGoodPractice.pdf

Filed under: Assessing group work, Assessing large numbers of students, Assessment design, Different ways to assess your students, Peer and self-assessment
In subject: Mathematics

The assessment of group work: lessons from the literature

Graham Gibbs 2010

Literature review that seeks to establish the best practice in assessing group work. Includes an overview of the issues associated with group work, tips on realising its benefits, assessing individual contributions and dealing with freeloaders.

http://www.brookes.ac.uk/aske/documents/Brookes groupwork Gibbs Dec 09.pdf

Filed under: Assessing group work, Peer and self-assessment
In subject: Generic

The Lecturer's Toolkit

Phil Race 2001

Book that contains a chapter dedicated to designing assessment and feedback to enhance learning and providing a number of tools and tips on creating engaging assessments . Race, P. 2001. The Lecturer's Toolkit London: Kogan Page Limited ISBN: 0-7494-3539-9

http://books.google.co.uk/books?id=xAEiUykCBi0C&lpg=PT2&ots=B4KlbsAn_N&dq=the%20lecturer's%20toolkit&lr&pg=PT2#v=onepage&q&f=false

Related resources: Designing Assessment To Improve Physical Sciences Learning: A Physical Sciences Practice Guide
Filed under: Assessment design, Different ways to assess your students, Peer and self-assessment, Why is assessment important?
In subject: Generic

The Snakes and Ladders Model of Reflection

CETL-AFL (Centre for Excellence in Teaching & Learning in Assessment for Learning) 2050

A case study/resource using a snakes and ladders board as a tool to promote reflection among students. CETL-AFL (Centre for Excellence in Teaching & Learning in Assessment for Learning), Northumbria University

http://www.northumbria.ac.uk/sd/central/ar/lteia/cetl_afl/resources/snakesandladders/

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Generic

The use of computer-based assessments in a field biology module'

Glenn K Baggott, Richard C Rayne 2007

Paper looking at the effectiveness of computer based assessments in improving student performance when used for formative self-assessment. Published in Bioscience Education Vol.9-5, by the Centre for Bioscience, The Higher Education Academy ISSN: 1479-7860

http://www.bioscience.heacademy.ac.uk/journal/vol9/beej-9-5.aspx

Filed under: Assessment design, Different ways to assess your students, Peer and self-assessment, Using technology, Why is assessment important?
In subject: Biological sciences

Three case studies (Assessment & the Expanded text project)

English Subject Centre 2050

A collection of three short case studies focusing on the use of peer and self-assessment to improve student learning and understanding. Produced by the Assessment and the Expanded Text consortium, published by the English Subject Centre, Higher Education Academy.

http://www.english.heacademy.ac.uk/explore/resources/assess/expandtxt/selfpeer.php

Filed under: Assessment design, Different ways to assess your students, Peer and self-assessment
In subject: English language and literature

Tips for peer assessment - video

Martha-Marie Kleinhans 2011

Dr Martha-Marie Kleinhans, a faculty director of teaching and learning at the University of Reading, gives her top tips for dealing with some of the challenges of using peer assessment. Length: 1:34 minutes

http://www.reading.ac.uk/engageinassessment/videos/eia-video-martha-marie-kleinhans-tips-on-peer-assessment.aspx

Filed under: Peer and self-assessment
In subject: Generic

Towards Autonomous Assessment: Using Self-Assessment and Peer Assessment

Angela Brew 1999

Chapter outlining the principles of peer and self-assessment and the reasons for the increasing interest in their use. Chapter 13 in Assessment Matters in Higher Education: Choosing and Using Diverse Approaches (Brown, S & Glasner, A eds) Buckingham: Open University Press, pp 159-171 ISBM: 0-335-20242-x

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Generic

Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment

Sue Bloxham and Amanda West 2004

Journal paper looking at the use of a peer assessment exercise to give students a better understanding of assessment criteria. Students were then assessed on the assessment and feedback they provided. The paper explores the benefits to student learning and achievement that resulted from this greater engagement with assessment criteria. Assessment & Evaluation in Higher Education 29(6), 721-733 10.1080/0260293042000227254

http://www.informaworld.com/10.1080/0260293042000227254

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Sports science

Uses of e-portfolios to develop reflection and assessment on social work degree programmes

Andrew Sumpter 2007

Help sheet providing an introduction to the use of e-portfolios and their benefits. Written in the context of social work education, but applicable across many subject areas. Published by the Centre for Social Policy and Social Work (SWAP), Higher Education Academy

http://www.swap.ac.uk/docs/eltep_helpsheet3.pdf

Filed under: Peer and self-assessment
In subject: Social Sciences

Using e-Portfolio as a Reflective Assessment Tool

Pauline A. Gordon 2010

Paper exploring the use of e-portfolios as a means of encouraging students' learning and personal development through self-reflection and engaging them more directly with the assessment process. Hospitality, Leisure, Sport and Tourism Network, The Higher Education Academy 9.7819031523e+012

http://www.heacademy.ac.uk/assets/bmaf/documents/publications/Case_studies/enhancing_assessment/Gordon.pdf

Filed under: Different ways to assess your students, Peer and self-assessment, Using technology
In subject: Hospitality

Using e-portfolios in legal education

Patricia McKellar et al 2008

Web page for a project looking into the suitability of e-portfolios in legal education. Includes several case studies and the final report, which evaluates the usefulness of e-portfolios to teaching and assessing law. Published by the UK Centre for Legal Education, Higher Education Academy

http://www.ukcle.ac.uk/projects/past-projects/eportfolios/

Filed under: Different ways to assess your students, Peer and self-assessment, Using technology
In subject: Law

Using Peer and Self Assessment for Assessing the Contribution of Individuals to a Group Project

Mick Healey 1997

Study comparing two methods of using peer and self-assessment to grade individual contributions to group work. Published by the University of Gloucester

http://www2.glos.ac.uk/gdn/abstracts/a69.htm

Filed under: Assessing group work, Different ways to assess your students, Peer and self-assessment
In subject: Environmental Sciences

Using peer assessment to assess individual contributions to group work - video

Cathy Hughes 2011

Cathy Hughes, lecturer at the University of Reading, talks about how she uses peer assessment to help overcome some of the challenges presented by group work. Length: 5:16 minutes

http://www.reading.ac.uk/engageinassessment/videos/eia-video-Cathy-Hughes-individual-contributions.aspx

Filed under: Assessing group work, Peer and self-assessment
In subject: Generic

Using video for the identification and assessment of learning in initial teacher education

John McCullagh et al 2010

Project looking at the use of video to assess the learning of student teachers. The project makes use of videos recorded by students and collected into video diaries to support peer review, reflection and self-evaluation. Published by ESCalate, Education Subject Centre, The Higher Education Academy

http://escalate.ac.uk/6306

Filed under: Peer and self-assessment, Using technology
In subject: Education

Using wikis to support students doing Media production-based projects

Mike Johnston 2010

Case study looking at the various ways in which wikis can be used. Includes the use of wikis to provide learning and support materials, to collect and present students work in an individual portfolio, and as a means of sharing and distributing work for peer review and comment. Published by the, Art, Design and Media Subject Centre, Higher Education Academy

http://www.adm.heacademy.ac.uk/resources/case-studies/using-wikis-to-support-students-doing-media-production-based-projects

Filed under: Assessment design, Different ways to assess your students, Peer and self-assessment, Using technology
In subject: Arts and communication design

WebPA

engCetl, Loughborough University/Special Interest Group 2009

Home page of the open source peer assessment software produced by Loughborough University, which can be used to assess individual contributions to group work.

http://webpaproject.lboro.ac.uk/

Filed under: Assessing group work, Peer and self-assessment, Using technology
In subject: Generic

Who Provides the Feedback - Self and Peer Assessment?' (, Sheffield Hallam University) Wider FAST project was a collaboration between Sheffield Hallam and The Open University)

John Mills and Chris Glover 2050

Paper exploring the usefulness of peer and self-assessment in providing formative feedback and the benefits this can have on student learning. Published by Formative Assessment in Science Teaching (FAST) Open University/ Sheffield Hallam University

http://www.open.ac.uk/fast/pdfs/Mills%20and%20Glover.pdf

Filed under: Different ways to assess your students, Peer and self-assessment
In subject: Generic

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