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Peer collaboration and assessment
Title:
Some unexpected benefits of technology supported peer collaboration which
aggressively attack traditional methods of assessment.
Date/time: Friday 26 Aug 2011. Session: Parallel Sessions A
(our own slot: 11am - 12).
Occasion:
eAssessment Scotland 2011
Place:
University of Dundee
Dalhousie Building
How to get there:
Instructions
Presenters
Sarah Honeychurch,
Learning and Teaching Centre,
University of Glasgow.
Steve Draper,
School of Psychology,
University of Glasgow.
Slides:
PDF
Handout:
PDF file
Related material:
Abstract
The benefits of peer collaboration in terms of building a learning community
are well known, but the reasons why this happens have not been fully
understood. We began with an interest in collaborative work and investigated
various models of implementing this by using Web 2.0 technologies, noting that
these technologies allow the teacher to evaluate individual input and to
ensure that proper credit is given to each student. We ended with a
startling conclusion: students are very good at providing constructive
feedback to their peers and, even when this is implemented in a way that
appears to be informal, formative learning happens. This led us to challenge
traditional models of assessment and to re-evaluate basic principles of
learning and teaching. There is obviously a place for assessment by the
teacher, but the concept of constructive feedback needs to be reconsidered.
In order to explain this we begin with an overview of some models of peer
collaboration and, by presenting short case studies, we show how subtle group
effects can help individual students to improve their academic performance.
In order to book online and obtain further information about the LTDF,
please visit
http://www.e-assessment-scotland.org/registration/;
or otherwise contact Kenji Lamb on 0131 559 4112
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