Transforming students through peer assessment and authentic practice

Rebecca Strachan, Alison Pickard, Christopher Laing

Research output: Book/ReportCommissioned reportpeer-review

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This briefing document reports on a seminar where participants were provided with the opportunity to consider how they can provide authentic assessment and involve students as peers and mentors in the assessment process within their own discipline areas. The session explored the potential benefits of these approaches and also addressed the fears and possible drawbacks of such approaches, creating the opportunity to explore these in more detail and discuss solutions and approaches to avoid. The workshop was built around three different experiences of assessment practice in the higher education sector. It used a combination of speed geeking and a world cafe to allow participants to move around the room and listen to a short presentation on each experience and contribute to a related question in a conversational manner. The first experience was based on the use of students to provide feedback to their peers on formative work. The second experience used students from one subject area to help ‘mentor’ students in a different subject area. The final experience used a conference with external delegates to provide an authentic assessment experience for students.
Original languageEnglish
PublisherHigher Education Academy
Publication statusPublished - Nov 2011


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