Abstract
Assessment has frequently been used for the single purpose of measuring student success. This article suggests that assessment can help students learn and that teachers should involve students in the assessment process. A small scale study was conducted to investigate the impact of getting students engaged in self and peer assessment in a tutorial session where feedback was non-directive. It was evident that the combined use of feedback, self, and peer assessment has a strong impact on learning. Copyright © 2005 Rapid Intellect Group.
| Original language | English |
|---|---|
| Pages (from-to) | 225-229 |
| Journal | Academic Exchange Quarterly |
| Volume | 9 |
| Issue number | 3 |
| Publication status | Published - 2005 |
Citation
Berry, R. (2005). Entwining feedback, self, and peer assessment. Academic Exchange Quarterly, 9(3), 225-229.Keywords
- Theory and Practice of Teaching and Learning