The role of self and peer assessment in Higher Education

2020 ◽  
pp. 1-10
Author(s):  
M. C. Iglesias Pérez ◽  
J. Vidal-Puga ◽  
M. R. Pino Juste
Keyword(s):  
Higher Education ◽  
Peer Assessment ◽  
Assessment In Higher Education

New lecturers' beliefs about learning, teaching and assessment in higher education: the role of the PGCLTHE programme

2010 ◽  
Vol 47 (4) ◽  
pp. 345-356 ◽  
Author(s):  
Lin Norton ◽  
Olaojo Aiyegbayo ◽  
Katherine Harrington ◽  
James Elander ◽  
Peter Reddy
Keyword(s):  
Higher Education ◽  
Assessment In Higher Education ◽  
Beliefs About Learning

Use of WhatsApp in Higher Education

2016 ◽  
Vol 55 (2) ◽  
pp. 272-289 ◽  
Author(s):  
Çetin Güler
Keyword(s):  
Higher Education ◽  
Mobile Phone ◽  
Classroom Environment ◽  
Assessment Tool ◽  
Peer Assessment ◽  
The Other ◽  
Mobile Phone Application ◽  
Significant Difference ◽  
Assessment In Higher Education

The aim of this study is to investigate the use of WhatsApp application in anonymous peer assessment in higher education. The mobile phone application WhatsApp was used as both an anonymous and nonanonymous peer assessment tool in a classroom environment. The participants of the study were the students of two classes (sophomores and juniors), half of which were assigned to the anonymous peer assessment group and the other half to the nonanonymous peer assessment group for each class. The members of the anonymous groups used the personal messaging function of WhatsApp for assessment, whereas the nonanonymous groups used the group chat function of the application. WhatsApp was confirmed to be a valid tool for peer assessment, and it was shown that the required anonymity of the method was appropriate for the task. The students' perceived attitudes toward the procedure were found to be rather high, with no significant difference identified between the sophomores and junior groups related to the procedure.

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