The impact of peer learning on assessment literacy and feedback orientation
The impact of peer learning on assessment literacy and feedback orientation
Can attending peer learning workshops help students to develop effective strategies for assessment and feedback? This paper will report on research measuring the impact of peer learning on the development of assessment literacy and feedback orientation. The mixed-methods research (as part of an Office for Students Catalyst B project) is using pre and post intervention psychometric surveys and focus groups to determine the relationship between attending peer learning sessions and developing effective strategies for understanding assignments and utilising feedback. The research is being conducted over two-years and students in peer learning roles as co-investigators.
peer learning; PAL; PASS; assessment and feedback
Ford, Neil
6a41e07d-32cd-408f-baa8-d00256c75ce8
6 June 2019
Ford, Neil
6a41e07d-32cd-408f-baa8-d00256c75ce8
Ford, Neil
(2019)
The impact of peer learning on assessment literacy and feedback orientation.
International Forum for Peer Learning, British Airways i360, Brighton, United Kingdom.
06 Jun 2019.
Record type:
Conference or Workshop Item
(Other)
Abstract
Can attending peer learning workshops help students to develop effective strategies for assessment and feedback? This paper will report on research measuring the impact of peer learning on the development of assessment literacy and feedback orientation. The mixed-methods research (as part of an Office for Students Catalyst B project) is using pre and post intervention psychometric surveys and focus groups to determine the relationship between attending peer learning sessions and developing effective strategies for understanding assignments and utilising feedback. The research is being conducted over two-years and students in peer learning roles as co-investigators.
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Published date: 6 June 2019
Venue - Dates:
International Forum for Peer Learning, British Airways i360, Brighton, United Kingdom, 2019-06-06 - 2019-06-06
Keywords:
peer learning; PAL; PASS; assessment and feedback
Identifiers
Local EPrints ID: 433224
URI: http://eprints.soton.ac.uk/id/eprint/433224
PURE UUID: 6eb8d9f8-c1f4-4b3a-b518-4a080481d55b
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Date deposited: 12 Aug 2019 16:30
Last modified: 13 Dec 2021 03:16
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