Peer- and Self-Assessment - Drawing the Parallels Between Student and Staff Practice

University teachers now work within a highly complex environment, generally under severe resource constraints. There are growing demands being made on staff relating to quality assurance and accountability; pressure to be highly competitive in traditional research publication and the need to provide an effective and efficient learning experience for a growing population of students. While there has been much emphasis at a global level for expansion of higher education (Scott, 1998) and widening access, this in itself has resulted in an increasingly diverse student population with differing demands and expectations. Barnett (1994) has argued that with respect to the teaching function of Universities, our responsibilities include: the development of the student's critical abilities; the development of the student's autonomy; supporting the student's character formation; presentation and enhancement of Society's intellectual culture.

This may seem a tall order for University teachers, but the goals may well be achievable if we believe and act upon our own rhetoric of shifting from a teacher-centred to a student-centred learning environment, placing greater emphasis on the need to encourage students to take responsibility for their own learning. The word 'rhetoric' is used advisedly. A shift in the culture of learning cannot occur without due attention being paid to the design, development and delivery of the curriculum and recognition of the need to empower learners within the teaching and learning contract (Stefani, 1999). Until recently there has been an overemphasis on a transmission mode of imparting information and knowledge to students and an absence of reflective practice and questioning of the impact of our teaching on student learning (Ramsden, 2003).

As part of the shift in emphasis towards encouraging students to take responsibility for their own learning, much effort has been placed on engaging students in learning strategies such as Personal Development Planning, maintaining learning portfolios and engaging in self and peer assessment activities. While efforts to embed these learning activities into the curriculum are laudable, they are not without difficulties. They require a paradigm shift from a teacher-centred, content driven curriculum to a student-centred, inquiry based curriculum. They also require far greater knowledge of student learning than has previously been expected of University lecturers and more emphasis on academic staff themselves modelling the reflective, critical thinking processes we are now demanding of our students.

The intention is to draw the parallels between engaging students in critical thinking and reflection and staff themselves modelling these processes, with a particular emphasis on self and peer assessment/evaluation processes.

اخر الاخبار

اخبار العتبة العباسية المقدسة

قسم الشؤون الدينية يُطلق دورة فقهية دينية لملاكات مستشفى الكفيل

شعبة فاطمة بنت أسد للدراسات القرآنية تعلن نتائج مسابقة (ميثاق الرسول)

شعبة الخطابة الحسينية النسوية تنظّم مسابقة فرقية لطالبات برنامج ثمار العطاء

قسم العلاقات ينظم ورشة عن فن الإقناع والتواصل الفعّال للطلبة المنسقين

المزيد

الآخبار الصحية

تغيير بسيط في نمط التفكير قد يحدث فرقا كبيرا لصحة الدماغ ؟

لماذا ينعشنا المشروب الساخن في الطقس الحار؟

علماء يكتشفون فئة دم فريدة من نوعها في العالم !

لماذا ينصح الأطباء بزيت الزيتون يوميا؟

المزيد

الآخبار التكنلوجية

حساس الإطارات.. ما هو وعلامات تلفه وكيفية صيانته؟

ما معنى أودي Quattro؟ سر الأداء والتميز الهندسي ؟!

فصل الشاحن أم الهاتف أولا؟.. عادات بسيطة تطيل عمر البطارية

تعود للقرن الرابع قبل الميلاد.. اكتشاف بقايا "إيمت" المصرية

المزيد

مواضيع ذات صلة

Results and discussion

Methodology

Teacher identity

Sustainable assessment

Framework of the study Standards for excellence

Peer- and Self-Assessment - Drawing the Parallels Between Student and Staff Practice Summary

Peer- and Self-Assessment - Drawing the Parallels Between Student and Staff Practice Summary

Peer observation, feedback and support strategies

The Teaching Portfolio as a tool to support reflection

Encouraging reflection on teaching and learning

Preliminary conclusions

Complexity of the framework