ASSESSMENT
IN HIGHER EDUCATION
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ASSESSMENT IN HIGHER EDUCATION
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This site is no longer being funded by CQU. If you work for, or know of, an educational institution that might be interested in funding this site, please email me for further details.
This page aims to provide a one-stop shop for links and resources specifically devoted to the subject of self, peer, and group assessment. If there are others you'd like to see listed, please email details.
Books Boud, D. (1995) Enhancing Learning through Self Assessment, London: Kogan Page Johnson, D. W., & Johnson, R. T. (2004). Assessing students in groups: Promoting group responsibility and individual accountability. Thousand Oaks, CA: Corwin Press. Race P. (2001) A Briefing on Self, Peer and Group Assessment. LTSN Generic Centre Assessment Series No. 9. Roberts T.S. (ed.) (2006). Self, Peer, And Group Assessment In E-Learning, Information Science Publishing, Hershey, Pennsylvania, ISBN 1-59140-965-9 (hardback) 1-59140-966-7 (paperback).
Articles Albon, R. (2006). Motivation, Dialogue, and Heutagogy: Driving Collaborative Assessment Online. Education and Technology Conference, Calgary, 2006. Anderson-Mejias, P.L. (2006) . A Case Study in Peer Evaluation for Second-Language Teachers in Training, in Roberts T. (ed), Self, Peer and Group Assessment in E-Learning, Information Science Publishing: Hershey, PA, ISBN 159140966-7. Arango, R. (n.d.). Group Projects and Group Grading: Work in Progress When students produce projects collaboratively, how should they be graded? This instructor of public administration describes a group project he designed and then graded in three ways: he gave a group grade, students graded their own effort, and students graded others in their groups. Berg, I. van den, Pilot, A. & Admiraal, W. (2003). Peer assessment in university teaching. An exploration of useful designs. Paper presented at the European Conference on Educational Research, University of Hamburg, 17-20 September 2003. Author contact: Utrecht University, The Netherlands. This research focuses on the contribution of peer assessment to the acquisition of writing skills by university students. Moreover we wanted to establish an optimal model of peer assessment. The study can be seen as a multiple-case study with seven peer-assessment designs. Bostock, S. (2000). Student Peer Assessment. Student assessment of other students' work, both formative and summative, has many potential benefits to learning for the assessor and the assessee. It encourages student autonomy and higher order thinking skills. Its weaknesses can be avoided with anonymity, multiple assessors, and tutor moderation. With large numbers of students, the management of peer assessment can be assisted by Internet technology. Boud, D. (1994). The move to self-assessment: liberation or a new mechanism for oppression? Paper presented at the Annual SCUTREA Conference 1994. No longer was self-assessment an isolated practice engaged in by a committed few, but, especially in the UK, it was being considered as a key element in Enterprise and Capability initiatives and regarded, not as strange and part of the innovative fringe, but as a practice to be widely commended. Although I was heartened by this, I was also puzzled by how an idea which is potentially so challenging to the status quo could apparently be so readily accepted. Boud, D. and Holmes, H. (1995) Self and peer marking in a large technical subject, 63-78 in Boud, D. Enhancing Learning through Self Assessment, London: Kogan Page. Brew, A. (1999). Towards autonomous assessment: using self-assessment and peer-assessment. In S. Brown & A. Glasner Assessment Matters in Higher Education. Buckingham: SRHE. Brown, S., Rust, C. and Gibbs, G. 1994 Involving students in the assessment process, in Strategies for Diversifying Assessments in Higher Education, Oxford: Oxford Centre for Staff Development, and at DeLiberations. Assessment is all about making judgements. A major argument for involving students in self and peer-assessment is that it helps them to develop the ability to make judgements, in particular about themselves and their work. This is an important life skill as well as an academic one. Cheung, H.P.R., & Ng, M.L. (2005, June 10). The use of self-assessment in teaching practice for in-service teacher education. Paper presented at the Learning Oriented Assessment Conference 2005 - Using assessment to improve learning , HKIEd, Hong Kong. Curtz, T. (n.d.). Teaching Self-Assessment Self-assessment encourages students to reflect on their learning and results in their consciously improving how they learn. Because self-assessment is new for most students, instructors can implement strategies to support the development of students' abilities to assess their own work. From Washington Center's Evaluation Committee (n.d.). Assessment in and of Collaborative Learning. A collection of short articles some of which have been added to the web site. Daradoumis, T., Xhafa, F, and Perez, A.A.J. (2006) . A Framework for Assessing Self, Peer, and Group Performance in E-Learning, in Roberts T. (ed), Self, Peer and Group Assessment in E-Learning, Information Science Publishing: Hershey, PA, ISBN 159140966-7. van Deventer, V. (1999). Integrating peer assessment in teaching: A subject specialist perspective European Journal of Open and Distance Learning, March 1999. This paper describes how a research methodology course became structured around a peer assessment procedure. The peer assessment procedure was designed to form an integral part of the course in operationalizing certain aspects of the learning model on which the course was founded. Falchikov N. (1986). Product comparisons and process benefit of collaborative peer group and self assessments in Assessment and Evaluation in Higher Education 11(2) : 146-166 Falchikov N and Boud D (1989). Student self assessment in higher education: a meta-analysis in Review of Educational Research 59(4) : 395-430 Foundation Coalition (2002). Peer Assessment and Peer Evaluation. A four page pdf. document. Instructors who use teams commonly assign projects or other tasks to teams outside of class. In Foundation Coalition (FC) workshops on teams, one of the more frequently asked questions about teams is how team assignments can be graded. Foundation Coalition (2001). What are the general issues to consider in using peer assessment? List the general issues involved and gives further reading and links. Institute for Interactive Media and Learning (2004). Peer Assessment. University of Technology Sydney. One of the desirable outcomes of education should be an increased ability in the learner to make independent judgements of their own and others' work. Johnson-Bogart, K. (n.d.). Writing Portfolios: What Teachers Learn from Student Self-Assessment Examples from students' self-reflective essays, created to organize and explain their selections for end-of-term writing portfolios, reveal how much students learn from such reflection. Careful attention to students' reflections invites instructors to change their approach so that it encourages the process of learning that students describe. Johri, A. (2006) . Interpersonal Assessment: Evaluating Others in Online Learning Environments, in Roberts T. (ed), Self, Peer and Group Assessment in E-Learning, Information Science Publishing: Hershey, PA, ISBN 159140966-7. Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments, Assessment and Evaluation in Higher Education, 31(4), 453-464 Kischner, M. (n.d.). Should Teachers Comment on Drafts of Student Essays? or Making Time for Peer Review A writing instructor guides students through a process that results in their giving meaningful suggestions for improving each other's writing. From Washington Center's Evaluation Committee (n.d.). Assessment in and of Collaborative Learning. A collection of short articles some of which have been added to the web site. Kosel, B. (2006) . Self and Peer Assessment in a Problem-Based Learning Environment : Learning English by Solving a Technical Problem - A Case Study, in Roberts T. (ed), Self, Peer and Group Assessment in E-Learning, Information Science Publishing: Hershey, PA, ISBN 159140966-7. Lam P. and McNaught C. (2006) Evaluating Designs for Web-Assisted Peer and Group Assessment, in Roberts T. (ed), Self, Peer and Group Assessment in E-Learning, Information Science Publishing: Hershey, PA, ISBN 159140966-7.
Langan,
A. M. & Wheater, C. P. (2003). Can
students assess students effectively? Some insights into peer-assessment.
Learning and Teaching in ACTION. Vol. 2 Iss. 1 Winter 2003. This article
provides an opinion of the current thinking about peer-assessment by describing
potential benefits, considering some of the limitations, and colouring
discussions. Lester,
S. (1995). Assessing
the self-managing learner: a contradiction in terms? If educational
programmes are to support genuinely self-managed learning, there is a need to
move away from content- or outcome-based assessment systems to recognition that
evaluation of content and outcome are the responsibility of the learner. Lester,
S. (1998). Assessment
v Self-directed Learning: a way forward? Paper presented at the
Higher Education for Capability/Department for Education and Employment
conference on Standards and the Assessment of Capability, 10th June 1998. While
the need for people to develop as self- managed and self-directed learners is
increasingly being recognised in higher education, assessment practices
frequently lag behind to the point where they can inhibit self-directed
learning. Meldrum,
R. (2002). The
student experience of peer- and self assessment as a social relation.
Paper presented at the Learning Communities and Assessment Cultures Conference
organised by the EARLI Special Interest Group on Assessment and Evaluation,
University of Northumbria, 28-30 August 2002. This paper focuses instead on
peer- and self-assessment, and it considers assessment as a social encounter
rather than as a set of tools. The research is organised as a case study that
involved classroom observations and interviews with twelve students taking a
first year paper in a bachelor degree.
Mok, M. M. C., Lung, C. L.,-Cheng, D. P. W., Cheung, R. H. P. &Ng, M. L. (2006). Self-assessment in higher education: experience in using a metacognitive approach in five case studies, Assessment and Evaluation in Higher Education, 31 (4), 415-434 Mok, M., Lung, C.L., Cheng, P.W., Cheung, H.P., & Ng, M.L. (2004, June). How to promote self-assessment in higher education: experience in using the KWL approach in teacher education programme. Paper presented at the Learning Oriented Assessment Conference 2004 - If Assessment is the Answer, What is the Question? HKIEd, Hong Kong. Riel, M., Rhoads, J. and Ellis, E. (2006) . Culture of Critique: Online Learning Circles and Peer Reviews in Graduate Education, in Roberts T. (ed), Self, Peer and Group Assessment in E-Learning, Information Science Publishing: Hershey, PA, ISBN 159140966-7. Roberts T.S. (2006) . Self, Peer, and Group Assessment in E-Learning: An Introduction, in Roberts T. (ed), Self, Peer and Group Assessment in E-Learning, Information Science Publishing: Hershey, PA, ISBN 159140966-7. Sims, G. K. (1989), Student peer review in the classroom: a teaching and grading tool, Journal or Agron. Education 8 (2) 105-108.
Stairs, D. (2002).
Assessment in the Collaborative Classroom This paper examines the assessment
of student achievement in the collaborative classroom. The challenges of
cooperative learning will be addressed and analyzed. Tools for assessment in a
collaborative classroom will be examined. An in-depth analysis of assessment
techniques, the assessment time line, and assigning grades will show evidence
that a combination of group and individual grades secured through a continuous
assessment is the ideal format to use in congruence with cooperative learning. Sullivan, S. (n.d.).
Making Group Work Count. In this course on cultural pluralism, the
instructor made extensive and varied use of group work, counted the group work
significantly in the grading scheme, and designed a series of activities to help
students self-assess their group experiences. From Washington Center's
Evaluation Committee (n.d.).
Assessment in and of Collaborative Learning. A collection of short articles
some of which have been added to the web site. Topping,
K. (1996). Effective
Peer Tutoring in Further and Higher Education: A typology and review of the
literature. SEDA Paper 95.
Quality, outcomes and cost-effectiveness of methods of teaching and learning in
colleges and universities are being scrutinised more closely. The increasing use
of peer tutoring in this context necessitates a clear definition and typology.
Washington Center's Evaluation
Committee (n.d.).
Sample Self-Evaluation Prompts From Washington Center's Evaluation Committee
(n.d.).
Assessment in and of Collaborative Learning. A collection of short articles
some of which have been added to the web site. Wilson,
Steve (2002). Comparing
peer, self and tutor assessment in a course for university teaching staff.
Paper presented at the Learning Communities and Assessment Cultures Conference
organised by the EARLI Special Interest Group on Assessment and Evaluation,
University of Northumbria, 28-30 August 2002.
Initially, the study compares the assessments made by the various
constituent groups (self, peer and tutor) in terms of both the formative
feedback and the grade recommended. It was found that self-assessment grades are
sometimes noticeably higher than the peer and tutors' grades, which themselves
demonstrate a greater degree of convergence. Zariski, A.
(1996)
Student peer assessment in tertiary education: Promise, perils and practice.
In Abbott, J. and Willcoxson, L. (Eds), Teaching and Learning Within and
Across Disciplines, p189-200. Proceedings of the 5th Annual Teaching
Learning Forum, Murdoch University, February 1996. Perth: Murdoch University.
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