Peer feedback : moving from assessment of learning to assessment for learning. / Wagner, Sigrun.

In: Journal of Learning Development in Higher Education, Vol. Special Edition: Academic Peer Learning (Part II), 04.2016, p. 1-15.

Research output: Contribution to journalArticle

Published

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Peer feedback : moving from assessment of learning to assessment for learning. / Wagner, Sigrun.

In: Journal of Learning Development in Higher Education, Vol. Special Edition: Academic Peer Learning (Part II), 04.2016, p. 1-15.

Research output: Contribution to journalArticle

Harvard

Wagner, S 2016, 'Peer feedback: moving from assessment of learning to assessment for learning', Journal of Learning Development in Higher Education, vol. Special Edition: Academic Peer Learning (Part II), pp. 1-15.

APA

Wagner, S. (2016). Peer feedback: moving from assessment of learning to assessment for learning. Journal of Learning Development in Higher Education, Special Edition: Academic Peer Learning (Part II), 1-15.

Vancouver

Wagner S. Peer feedback: moving from assessment of learning to assessment for learning. Journal of Learning Development in Higher Education. 2016 Apr;Special Edition: Academic Peer Learning (Part II):1-15.

Author

Wagner, Sigrun. / Peer feedback : moving from assessment of learning to assessment for learning. In: Journal of Learning Development in Higher Education. 2016 ; Vol. Special Edition: Academic Peer Learning (Part II). pp. 1-15.

BibTeX

@article{e011e7f966aa4aee9f8116b9d5f8d489,
title = "Peer feedback: moving from assessment of learning to assessment for learning",
abstract = "The following case study showcases a model of academic peer learning that has demonstrated clear links to learning development in final year students. The paper discusses the introduction of a new assessment structure for a 15 credit course unit usually taken by 90 students in the form of a short discursive essay (500 words) due early in the first teaching term. This essay is peer assessed in groups of four students. The peer feedback and tutor mark then serve as formative feedback (feed forward) for the main, longer essay (2-2,500 words) due in the second teaching term. Following the outline of the case background, details of the peer assessment are provided, including its development and structure. The new assessment structure has resulted in deeper learning, positive student feedback, fewer student complaints with regard to grades received for the main essay, and better preparation for the final exam. Reflections are offered in the conclusion.",
keywords = "peer assessment, assessment for learning , peer learning, peer feedback",
author = "Sigrun Wagner",
year = "2016",
month = "4",
language = "English",
volume = "Special Edition: Academic Peer Learning (Part II)",
pages = "1--15",
journal = "Journal of Learning Development in Higher Education",
issn = "1759-667X",

}

RIS

TY - JOUR

T1 - Peer feedback

T2 - moving from assessment of learning to assessment for learning

AU - Wagner, Sigrun

PY - 2016/4

Y1 - 2016/4

N2 - The following case study showcases a model of academic peer learning that has demonstrated clear links to learning development in final year students. The paper discusses the introduction of a new assessment structure for a 15 credit course unit usually taken by 90 students in the form of a short discursive essay (500 words) due early in the first teaching term. This essay is peer assessed in groups of four students. The peer feedback and tutor mark then serve as formative feedback (feed forward) for the main, longer essay (2-2,500 words) due in the second teaching term. Following the outline of the case background, details of the peer assessment are provided, including its development and structure. The new assessment structure has resulted in deeper learning, positive student feedback, fewer student complaints with regard to grades received for the main essay, and better preparation for the final exam. Reflections are offered in the conclusion.

AB - The following case study showcases a model of academic peer learning that has demonstrated clear links to learning development in final year students. The paper discusses the introduction of a new assessment structure for a 15 credit course unit usually taken by 90 students in the form of a short discursive essay (500 words) due early in the first teaching term. This essay is peer assessed in groups of four students. The peer feedback and tutor mark then serve as formative feedback (feed forward) for the main, longer essay (2-2,500 words) due in the second teaching term. Following the outline of the case background, details of the peer assessment are provided, including its development and structure. The new assessment structure has resulted in deeper learning, positive student feedback, fewer student complaints with regard to grades received for the main essay, and better preparation for the final exam. Reflections are offered in the conclusion.

KW - peer assessment

KW - assessment for learning

KW - peer learning

KW - peer feedback

M3 - Article

VL - Special Edition: Academic Peer Learning (Part II)

SP - 1

EP - 15

JO - Journal of Learning Development in Higher Education

JF - Journal of Learning Development in Higher Education

SN - 1759-667X

ER -