This study aims to illustrate the implementation of peer assessment in the flipped classroom and investigate the impact on student learning outcomes. 18 students are invited to work together and individually from a postgraduate math teaching course. In this study, a template of before, during and after class activities and assessments is presented, based upon objectives using all levels of Bloom’s taxonomy. To assess the students’ views on the flipped classroom approach and peer assessment, a survey and focus group interviews are conducted. The findings suggest that peer assessment improves learning quality in the flipped classroom, and there are gains and development of personal and professional skills for assessor, assesse, or both. Copyright © 2019 Lilly Conference.
|Publication status||Published - May 2019|
|Event||Lilly-Asia: Evidence-based Teaching and Learning Conference - Hong Kong Baptist University, Hong Kong|
Duration: 16 May 2019 → 18 May 2019
|Conference||Lilly-Asia: Evidence-based Teaching and Learning Conference|
|Period||16/05/19 → 18/05/19|