TDG 2016-2017 project: Developing peer- and self-assessment strategies for the enhancement of student learning outcomes

Research output: Other contributionTDG

Abstract

This project seeks to enhance student learning outcomes by developing peer-and self-assessment (PASA) strategies and training resources. PASA are student-led assessment practices in which students provide peer- and self-feedback to enhance learning (Harris, Brown, & Harnett, 2015). Hattie and Timperley’s (2007) Model of Feedback Levels will inform the development of PASA strategies and training resources. The PASA strategies involve the use of feedback prompts for training students in giving peer- and self-feedback, and the engagement of students in recurring cycles of PASA practices, which are facilitated by the use of learning technologies. To determine the efficacy of proposed PASA strategies in improving student learning outcomes, the project employs a quasi-experimental, multi-method approach. The quasi-experimental design allows comparison of students’ learning outcomes with and without training in feedback provision, thus providing concrete evidence on the pedagogical outcomes of PASA. The multiple methods provide triangulated information on the role of PASA in students’ learning.
Original languageEnglish
Publication statusPublished - 2018

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self-assessment
learning
student
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evidence

Citation

Yang, M. (2018). TDG 2016-2017 project: Developing peer- and self-assessment strategies for the enhancement of student learning outcomes. Hong Kong: The Education University of Hong Kong.

Keywords

  • Teaching Development Grant (TDG) Report
  • TDG project code: T0193
  • Period: TDG 2016-2017
  • Teaching Development Grant (TDG)
  • Peer-assessment
  • Self-assessment
  • Feedback
  • Assessment for learning
  • Student learning outcomes