How Peer and Self-Assessment can Enhance Students’ Experience with Assessment in Higher Education: A Practical Description of a Teaching Session

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
MANUELA ENDER
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Teaching Session ◽  
Self Assessment ◽  
Assessment Activity ◽  
Higher Education Teaching ◽  
Assessment In Higher Education

Any kind of assessment has great potential to draw students’ attention. As a parent of a two-year-old girl, I find teaching and learning very natural when we play together. However, as a teacher of nearly hundred students, I find itimportant to use teaching methods that support active and deep learning.Session with peer and self-assessment utilises motivation to facilitate students’learning. Such session helps gain a better understanding of marking, assessment,and teacher’s expectation. This paper describes a teaching session of only 50minutes that effectively incorporates peer and self-assessment for formativepurpose. The students taking part in the peer and self-assessment activity studyat a Sino-British cooperative university where teaching is in English. Followingthe approach of Dangel and Wang (2008), I combined the principles for goodpractice of Chickering and Gamson (1987) with the proposed learning outcomesof Anderson and Krathwohl (2001). Students’ feedback shows that the intendedlearning outcomes can be achieved. Getting marks from peers and marking thework of peers are useful for students’ own learning. As a result, peer and selfassessmentactivities arebeneficial elements for teaching and learning in highereducation.Keywords: Education,peer assessment, self-assessment, assessment, higher education, teaching session, China

Ways to Enhance Students’ Learning Activities in the Context of Higher Education

2020 ◽  
Vol 8 (4) ◽  
pp. 657-661
Author(s):  
Liza Naviy ◽  
◽  
Gulmira M. Rakisheva ◽  
Nina M. Stukalenko ◽  
Saule A. Murzina ◽  
...  
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Teaching Methods ◽  
Peer Assessment ◽  
Cognitive Activity ◽  
Learning Activities ◽  
Learning Activity ◽  
Self Assessment ◽  
Interactive Teaching ◽  
Depth Analysis

The article aims to study scientific and methodological features of the ways to enhance students’ learning activities in the context of higher education. The study's theoretical significance is derived from the in-depth analysis of the development of students' learning activity. The study offers the framework of characteristics for the concept of “students’ learning (cognitive) activity”. The main used methods were: analysis, peer-assessment, self-assessment. The interview method was used to make a cognitive profile of the participants, taking into account their psychological characteristics. The authors developed and scientifically tested educational model based on module curricula and interactive teaching methods to enhance students’ learning activity. The authors also reflected the dynamic of the learning activity of the students with disabilities participating in the experiment. The results proved the effectiveness of the developed model of enhancing students' learning activity by using interactive teaching methods. It was concluded that the module curricular and active teaching methods help enhance students with disabilities' learning activity and make them more responsible in respect to the results of their study.

Professional Development in Higher Education

2017 ◽  
Vol 12 (3) ◽  
pp. 152-160
Author(s):  
Imre Fenyő
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Academic Community ◽  
Self Assessment ◽  
University Of Applied Sciences ◽  
Institutional Strategies ◽  
The University ◽  
Quality Learning

AbstractThe University of Debrecen is a participant of the PETRA project (Promoting Excellence in Teaching and Learning in Azerbaijani Universities) with the University of Jyvaskyla, Finland, University of Applied Sciences Vienna, Austria, Polytechnic University of Valencia, Spain. The aim of the project is promoting of teaching and learning excellence in Azerbaijan Universities, by supporting the professional development in higher education and, in the academic community. For this reason, the program wants to enhance the usage of technology and innovative forms of teaching, to provide support for designing courses and for choosing and using diverse approaches in assessment. The purpose of this study is to identify the possibilities of promoting the professional development in higher education and to explore the theoretical landscape: the roles and implications of the professional development. This paper explores the connections between the reflective behaviour of the teachers and their assessment methods and wants to provide new approaches to assessment in the context of the institutional strategies of the higher education. This paper argues for innovative forms of assessment such as the portfolios in teacher preparation or the group-based assessment forms - as methods of promoting higher quality learning. The study investigates the ways towards the autonomous assessment in the higher education, using self-assessment and peer assessment.

Introduction

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Historical Perspectives ◽  
Law And Policy ◽  
Political Events ◽  
Educational Disadvantage ◽  
The World ◽  
Higher Education Teaching

The Introduction highlights the importance of higher education and the existence of educational disadvantage in society, contextualised within current political events and discussions. It describes the intrinsic importance of education in allowing people to learn about themselves and the world they live in. It details the significant instrumental importance of education in the likelihood people will obtain employment and command higher incomes. It also provides a brief outline of different historical perspectives in relation to how best to provide higher education teaching and learning. The importance of law and policy for higher education is discussed, and the purpose and limitations of the research identified.

scholarly journals Contextually responsive and knowledge-focused teaching: disrupting the notion of ‘best practices’

2021 ◽  
Vol 9 (SI) ◽  
Author(s):  
Ceclia Jacobs ◽  
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Best Practices ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Knowledge Bases ◽  
Good Teaching ◽  
Approach To Teaching ◽  
Conceptual Paper ◽  
Higher Education Teaching

The notion that universal ‘best practices’ underpin higher education teaching is problematic. Although there is general agreement in the literature that good teaching is not decontextualised but rather that it is responsive to the context in which it occurs, generic views of teaching and learning continue to inform practices at universities in South Africa. This conceptual paper considers why a decontextualised approach to higher education teaching prevails and interrogates factors influencing this view, such as: the knowledge bases informing this approach to teaching, the factors from within the higher education sector that shape this approach to teaching, as well as the practices and Discourses prevalent in the field of academic development. The paper argues that teaching needs to be both contextually responsive and knowledge- focused. Disrupting ‘best practices’ approaches require new ways of undertaking academic staff development, which are incumbent on the understandings that academic developers bring to the enterprise.

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.

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