scholarly journals Engaging Students through Assessment: The Success and Limitations of the ASPAL (Authentic Self and Peer Assessment for Learning) Model.

2014 ◽  
Vol 11 (3) ◽  
pp. 4-18
Author(s):  
Sean P. Kearney ◽  
◽  
Tim Perkins ◽  
Keyword(s):  
Peer Assessment ◽  
Peer Feedback ◽  
Authentic Assessment ◽  
Learning Model ◽  
Assessment For Learning ◽  
Specific Model ◽  
Authentic Self ◽  
Assessment Tasks ◽  
The Creation

In 2011 the authors created a model of self- and peer-assessment known as Authentic Self and Peer Assessment for Learning (ASPAL) in an attempt to better engage seemingly disengaged students in their undergraduate coursework. The model focuses on authentic assessment tasks and engages students by involving them in every step of the process from the creation of the criteria on which they will be marked, through to providing exemplars of work, pilot marking and providing peer feedback. This article examines the ASPAL process with regard to whether or not the students are better engaged in their studies as a result of taking part in this process. Although the results are not definitive, the present study shows that the majority of students who undertook the process found it beneficial and were open to try it again. This article seeks to open a discussion as to the capacity for a specific model of self- and peer-assessment to better engage students in their learning and discern the reasons why students found the model engaging so as to better inform future applications of the model and how it can be applied to a wider audience.

scholarly journals Editorial

2014 ◽  
Vol 11 (3) ◽  
pp. 2-3
Author(s):  
Romy Lawson ◽  
Keyword(s):  
Professional Learning ◽  
Peer Assessment ◽  
Health Sector ◽  
Authentic Assessment ◽  
The United States ◽  
First Year ◽  
Academic Literacies ◽  
Authentic Self ◽  
Convincing Argument ◽  
Digital Era

In the final issue of 2014 I am delighted to be welcoming papers from across the world, with contributions from Australia, New Zealand, the United States and Europe. The papers cover a range of contemporary topics including learning in the digital era; supporting students in their academic literacies; first year experiences and an area close to my heart – authentic assessment. In the first paper by Kearney and Perkins, we look at engaging students in their assessments. They have developed a model to foster Authentic Self and Peer Assessment for Learning (ASPAL) which has shown success in both the design and facilitation of assessments. They acknowledge the complexities of adopting authentic assessment but provide a convincing argument that the effort is worthwhile. The second paper, by De Jong and colleagues, also keeps the authentic practice theme going. These authors investigate lifelong learning in the public health sector finding that a blended approach to professional learning that is based on authentic problem based learning is a highly effective way to encourage learning.

scholarly journals Peer feedback: moving from assessment of learning to assessment for learning

2016 ◽  
Author(s):  
Sigrun M Wagner
Keyword(s):  
Peer Assessment ◽  
Peer Feedback ◽  
Assessment For Learning ◽  
Student Feedback ◽  
Formative Feedback ◽  
Final Exam ◽  
Feed Forward ◽  
Assessment Of Learning ◽  
Learning Development

The following case study showcases a model of academic peer learning that has demonstrated clear links to learning development in final year students. The paper discusses the introduction of a new assessment structure for a 15 credit course unit usually taken by 90 students in the form of a short discursive essay (500 words) due early in the first teaching term. This essay is peer assessed in groups of four students. The peer feedback and tutor mark then serve as formative feedback (feed forward) for the main, longer essay (2-2,500 words) due in the second teaching term. Following the outline of the case background, details of the peer assessment are provided, including its development and structure. The new assessment structure has resulted in deeper learning, positive student feedback, fewer student complaints with regard to grades received for the main essay, and better preparation for the final exam. Reflections are offered in the conclusion.  

scholarly journals Graphic Design Students’ Per spectives and Attitudes t owards Feedback w ithin Peer Assessment in Design Studio Pedagogy

2016 ◽  
Vol 4 (7) ◽  
pp. 22-33
Author(s):  
ERIC FRANCIS ESHUN
Keyword(s):  
Student Perceptions ◽  
Learning Experience ◽  
Peer Assessment ◽  
Research Question ◽  
Peer Feedback ◽  
Studio Pedagogy ◽  
Design Students ◽  
Quality Learning

This paper reports the validity of the hypothesis that giving and receiving peer feedback during studio critique supports the assumption that the nature of feedback affects student learning and student perceptions of the quality of the learning experience. The research question is whether peer feedback operated under studio pedagogy has the potential of enhancing quality learning. The purpose of this study is to examine student perceptions of peer feedback in a studio-based learning environment. This is a case study where data was collected qualitatively. This study clearly demonstrates the positive perceptions of peer feedback held by design students and the influence these perceptions have on students’ learning outcomes.

scholarly journals A Dog of a Qcat: Collateral Effects of Mandated English Assessment in the Torres Strait

2010 ◽  
Vol 39 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Beryl Exley
Keyword(s):  
Quality Assessment ◽  
Torres Strait Islander ◽  
Authentic Assessment ◽  
Assessment Tasks ◽  
Performance Based Assessment ◽  
Collateral Effects ◽  
Torres Strait ◽  
Remote Indigenous Community ◽  
Assessment Initiative

AbstractThis paper critiques a 2008 Queensland Studies Authority (QSA) assessment initiative known as Queensland Comparable Assessment Tasks, or QCATs. The rhetoric is that these centrally devised assessment tasks will provide information about how well students can apply what they know, understand and can do in different contexts (QSA, 2009). The QCATs are described as “authentic, performance based assessment” that involves a “meaningful problem”, “emphasises critical thinking and reasoning” and “provides students with every opportunity to do their best work” (QSA, 2009). From my viewpoint as a teacher, I detail my professional concerns with implementing the 2008 middle primary English QCAT in one case study Torres Strait Islander community. Specifically I ask “QCATs: Comparable with what?” and “QCATs: Whose authentic assessment?” I predict the possible collateral effects of implementing this English assessment in this remote Indigenous community, concluding, rather than being an example of quality assessment, colloquially speaking, it is nothing more than a “dog”.

scholarly journals Advantages of authentic assessment over traditional assessment while teaching English to university students majoring in non-linguistic subjects

2018 ◽  
Vol 7 (4) ◽  
pp. 287-293
Author(s):  
Irina Evgenyevna Abramova ◽  
Elena Petrovna Shishmolina ◽  
Anastasia Valeryevna Ananyina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Assessment Tools ◽  
University Teaching ◽  
Foreign Languages ◽  
Special Focus ◽  
Self Assessment

The paper analyzes existing approaches to assessing the results of teaching foreign languages to the university students majoring in non-linguistic subjects with a special focus on the advantages of authentic assessment. The authors stress the state-level need to develop and implement effective assessment tools for ESL university teaching, and substantiate the effectiveness of authentic assessment for increasing students motivation to learn English. They identify advantages of authentic assessment, including a possibility to track individual students learning progress, to effectively use peer assessment and self-assessment, to focus on students performance indicators, to create a success effect, and to present actual teaching and learning results or personal development achievements in the form of presentations, projects and other tangible accomplishments. The paper describes a unified system of control, assessment and evaluation of ESL teaching and learning results, developed by Foreign Languages for Students of Humanities Department at Petrozavodsk State University (Russia) for modeling a foreign-language environment and enhancing students language socialization. The authors give a detailed account of establishing procedures for the assessment of speaking and writing skills, and analyze a didactic potential of a foreign language portfolio as one of authentic assessment tools. They come to the conclusion that peer assessment, self-assessment and other authentic assessment methods help to shift the focus from teaching to learning and create optimal conditions for student-centered education process.

scholarly journals Influences of Peer Assessment Types on Performance and Students’ Perspectives on Online Peer Assessment

2020 ◽  
Vol 8 (2) ◽  
pp. 43
Author(s):  
Ren-Yu Liao ◽  
Ching-Tao Chang ◽  
Chun-Ying Chen
Keyword(s):  
Peer Assessment ◽  
Peer Feedback ◽  
Project Performance ◽  
Project Based Learning ◽  
Group Project ◽  
Introductory Course ◽  
Confounding Variables ◽  
Different Types ◽  
Professional Assessment ◽  
Online Peer Assessment

This paper reports on a study involving the design of online peer assessment (PA) activities to support university students’ small-group project-based learning in an introductory course. The study aimed to investigate the influences of different types of PA in terms of the rubric (quantitative ratings), peer feedback (qualitative comments) and hybrid (a combination of the rubric and peer feedback) on students’ project performance, and to explore further students’ perspectives on online PA. The quantitative findings suggested that (a) students in the hybrid condition likely had better project performance than those in the peer feedback condition did, and (b) students in the rubric condition could perform equally well as those in both of the hybrid and peer feedback conditions. The qualitative findings suggested that besides types of assessment, other possible confounding variables that might affect performance included perceived learning benefits, professional assessment, acceptance, and the online PA system.

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