Peer feedback: moving from assessment of learning to assessment for learning

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 d...

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Autor principal:	Sigrun M Wagner
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2016
Materias:	Peer assessment Assessment for learning Peer learning Peer feedback Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/af1be0f01e77471a8a68161e7db7072e
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id	oai:doaj.org-article:af1be0f01e77471a8a68161e7db7072e
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spelling	oai:doaj.org-article:af1be0f01e77471a8a68161e7db7072e2021-11-29T14:03:16ZPeer feedback: moving from assessment of learning to assessment for learning10.47408/jldhe.v0i0.3351759-667Xhttps://doaj.org/article/af1be0f01e77471a8a68161e7db7072e2016-05-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/335https://doaj.org/toc/1759-667X 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. ÃÂ Sigrun M WagnerAssociation for Learning Development in Higher Education (ALDinHE)articlePeer assessmentAssessment for learningPeer learningPeer feedbackTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Peer assessment Assessment for learning Peer learning Peer feedback Theory and practice of education LB5-3640
spellingShingle	Peer assessment Assessment for learning Peer learning Peer feedback Theory and practice of education LB5-3640 Sigrun M Wagner Peer feedback: moving from assessment of learning to assessment for learning
description	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. ÃÂ
format	article
author	Sigrun M Wagner
author_facet	Sigrun M Wagner
author_sort	Sigrun M Wagner
title	Peer feedback: moving from assessment of learning to assessment for learning
title_short	Peer feedback: moving from assessment of learning to assessment for learning
title_full	Peer feedback: moving from assessment of learning to assessment for learning
title_fullStr	Peer feedback: moving from assessment of learning to assessment for learning
title_full_unstemmed	Peer feedback: moving from assessment of learning to assessment for learning
title_sort	peer feedback: moving from assessment of learning to assessment for learning
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2016
url	https://doaj.org/article/af1be0f01e77471a8a68161e7db7072e
work_keys_str_mv	AT sigrunmwagner peerfeedbackmovingfromassessmentoflearningtoassessmentforlearning
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Peer feedback: moving from assessment of learning to assessment for learning

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