Should I use co-assessment in higher education? Pros and cons from teachers and students’ perspectives
| Autor: | Victoria Quesada, Miguel Ángel Gómez Ruiz, Jaione Cubero-Ibáñez, María Beatriz Gallego Noche |
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| Rok vydání: | 2019 |
| Předmět: |
050101 languages & linguistics
Medical education Higher education business.industry media_common.quotation_subject education 05 social sciences 050301 education Focus group Literacy Education Negotiation Qualitative analysis ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences Participatory assessment business Grading (education) Psychology 0503 education media_common |
| Zdroj: | Assessment & Evaluation in Higher Education. 44:987-1002 |
| ISSN: | 1469-297X 0260-2938 |
| Popis: | Co-assessment is a type of participatory assessment in which the teacher and student jointly discuss, negotiate and assess the student’s task or performance. Although the literature on co-assessment is scarce, some authors highlight the benefits for students of participating in co-assessment in higher education, including learning, improved communication, and greater assessment literacy. This study has a double objective: on the one hand, to analyse the strengths and limitations perceived by students participating in co-assessment practices; on the other hand, to explore the strengths, weaknesses, opportunities and threats perceived by professors participating in the experience. The study was developed in 8 class groups with the participation of 470 students and 4 teachers. The qualitative analysis of the data obtained from the questionnaires and focus groups indicates that the students acknowledged several strengths, among which learning from mistakes was prominent. Students also noted some limit... |
| Databáze: | OpenAIRE |
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