Developing autonomy via assessment for learning: Students' views of their involvement in self and peer review activities

Kay Sambell, Alistair Sambell

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

3 Citations (Scopus)

Abstract

This chapter focuses on two case studies in which lecturers employed an holistic model of assessment for learning to redesign their assessment practices across a whole module as part of a ground-breaking effort to embed assessment for learning across an institution. In each instance, self and peer reviewing of formative tasks, accompanied by extensive student–teacher dialogue about corresponding teacher reviews, were embedded as pedagogical techniques to help students learn to evaluate their own work partway through the module. Analysis of the student viewpoint on these reviewing activities highlights some of the issues that surround the use of assessment to develop autonomy as an outcome, especially in the context of increasing diversity.
Original languageEnglish
Title of host publicationInnovative Assessment in Higher Education
Subtitle of host publicationA Handbook for Academic Practitioners
EditorsCordelia Bryan, Karen Clegg
PublisherRoutledge, Taylor & Francis Group
Chapter15
Pages173-189
Number of pages17
Edition2nd
ISBN (Electronic)9780429506857
ISBN (Print)9781138581197, 9781138581180
DOIs
Publication statusPublished - 16 Apr 2019
Externally publishedYes

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