Online peer assessment: helping to facilitate learning through participation

Authors

  • Jamie Cleland Staffordshire University
  • Geoff Walton

DOI:

https://doi.org/10.47408/jldhe.v0i4.124

Keywords:

peer assessment, enquiry-based learning, inquiry-based learning, information literacy, e-learning, technology supported learning

Abstract

The focus of this paper is on the combination of enquiry-based learning, information literacy and e-learning and how they are embedded in an online peer assessment exercise. What it shall present is a structure and strategy that aids student learning in the short and long-term. Ninety eight students completed a questionnaire before and after a three-week online peer assessment exercise during a first year undergraduate research and study skills module. The results demonstrate that a significant number of students valued the design of the exercise and the benefits it can have on their future learning and development. The paper concludes by suggesting that new and innovative ways of assessment are needed to keep engaging students and develop their learning in different ways.

Downloads

Published

31-03-2012

How to Cite

Cleland, J. and Walton, G. (2012) “Online peer assessment: helping to facilitate learning through participation”, Journal of Learning Development in Higher Education, (4). doi: 10.47408/jldhe.v0i4.124.

Issue

No. 4 (2012)

Section

Papers

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).