Using peer assessment to facilitate student learning in flipped classroom

Research output: Contribution to conferencePapers

Abstract

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.
Original languageEnglish
Publication statusPublished - May 2019
EventLilly-Asia: Evidence-based Teaching and Learning Conference - Hong Kong Baptist University, Hong Kong
Duration: 16 May 201918 May 2019

Conference

ConferenceLilly-Asia: Evidence-based Teaching and Learning Conference
Country/TerritoryHong Kong
Period16/05/1918/05/19

Citation

Cheung, K. L., Kong, S. C., & Ng, W. S. (2019, May). Using peer assessment to facilitate student learning in flipped classroom. Paper presented at the Lilly-Asia: Evidence-Based Teaching and Learning, Hong Kong Baptist University, Hong Kong, China.

Fingerprint

Dive into the research topics of 'Using peer assessment to facilitate student learning in flipped classroom'. Together they form a unique fingerprint.