Assessment ‘as’ Learning: The Role that Peer and Self-Review can Play towards Enhancing Student Learning

By Arianne Rourke.

Published by The Technology Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The paradigm shift from learning ‘for’ assessment to learning through assessment ‘as’ learning has made students in higher education more accountable for their learning and more responsible participants in a learning community. These learning communities are being driven by continual change and technological advancements that enable a continuous shift in thinking. For many educators this digital learning landscape holds much potential, much of which is still untouched terrain as teaching becomes learning and educators strive to change their approaches to this digitized learning. These changes in direction include reflective practice (Schön, 1983, 1987; Korthagen, 2001) for both students and academics, requiring them to both become reflective of their roles in the digital learning environment. The promotion of learning through reflection on assessment and assessment strategies has meant that assessment needs to be embedded in the learning and to explicitly inform the learning potential of both the course and its students. Students specifically play a role in assessment ‘as’ learning through feedback and critical reflection on the tasks and it’s evaluation (Pelliccione & Dixon, 2008). This paper will discuss the participatory role learners can play in the assessment processes to promote a sense of ownership and autonomy of the learning process and its outcomes in both the face-to-face classroom and online. Specifically it will focus on peer and self-review as an assessment method for teaching students how to write a research paper and to present utilizing film, an effective tutorial presentation method to adopt to promote learning in higher education.

Keywords: Online Self and Peer Review, Participatory Pedagogy, Reflective Practice, Digital Learning Communities, Assessment ‘as’ Learning, Teaching Research and Writing Skills, Assessing Tutorial Presentations, Assessing Film Presentations

International Journal of Technology, Knowledge and Society, Volume 8, Issue 3, pp.11-22. Article: Print (Spiral Bound). Article: Electronic (PDF File; 408.920KB).

Dr. Arianne Rourke

Senior Lecturer, The School of Art History and Art Education, College of Fine Arts, The University of New South Wales, Sydney, Australia

My research interests are in online teaching and learning, visual literacy and the application of cognitive load theory to improving instructional design in higher education specifically in the area of improving the teaching of undergraduate design history and postgraduate arts administration towards the long term retention of learning.


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