Sharing the learning process: peer assessment applications in practice
Conference Publication ResearchOnline@JCUAbstract
One of the key issues affecting the success of learning and teaching in higher education is the manner in which assessment mechanisms are developed, applied and evaluated. While expert assessment by appropriately qualified staff is clearly critical, the use of alternative methodologies such as self and peer assessment are gaining increasing attention in current circles. While self and peer assessment have the potential to offer a range of potential benefits for students, the literature reveals a number of challenges for the teacher in developing, implementing and evaluating such activities. Indeed, critical to the implementation of self/peer assessment is the engagement of students in the process at all stages. This paper reflects recent research in the area of peer assessment in undergraduate music. Initially, the paper outlines the key principles emerging from the literature in relation to peer assessment practices. The development of peer assessment strategies in the areas of Music Performance and Music Business are then outlined, which involves both formative and summative assessment mechanisms developed in conjunction with students. Qualitative and quantitative student feedback is synthesised and presented, in addition to an analysis of the formative scoring applied to a recent second year group project. The results of the research propose a number of directions for future research and for higher education assessment practices.
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Effective Teaching and Learning Conference 2004
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0-909291-96-9
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14
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Griffith University, QLD, Australia
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Griffith Institute for Higher Education
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