An action research approach for using self/peer assessment to enhance learning and teaching outcomes
| [Abstract] | |
| Type | Article |
| Document no. | 118331 |
| Author | Ayyoub, Abed Alkarim. Faculty of Educational Sciences and Teachers’ Training, An-Najah National University, Nablus, Palestine |
| Second author |
Assali, Alia. Faculty of Educational Sciences and Teachers’ Training, An-Najah National University, Nablus, Palestine.
Abu Eideh, Bilal. Faculty of Educational Sciences and Teachers’ Training, An-Najah National University, Nablus, Palestine. Suleiman, Mahmoud. Visiting Fulbright Scholar at An-Najah National University, Nablus, Palestine. |
| Pages | pp. 33-42 |
| Host Item Entry |
Journal of Teaching and Teacher Education. Vol. 5, no. 1, 2017
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| Electronic Location |
Full text (PDF)
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| Descriptors | Action research - Self evaluation - Peer acceptance - Students - Teaching models - Learning outcomes |
| Language of document | English |
| Country | Bahrain |
This study provides an account of the place of peer and self-assessment in higher education. It particularly focusses on introducing these assessments in three graduate courses and measures the impact on learning outcomes, and compares the results of self/peer assessments vis-à-vis those conducted by teachers. Using the action research approach, this study develops models for implementing self/peer assessments that can have direct implications for promoting self-efficacy in learners. Within the overarching framework of the Social Cognitive Theory, this paper provides pedagogical implications for curriculum development, instructional practice, and workable assessment mechanisms. (Published Abstract)
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| Ayyoub, Abed Alkarim.. (2017). An action research approach for using self/peer assessment to enhance learning and teaching outcomes . Journal of Teaching and Teacher Education. Vol. 5, no. 1, 2017. pp. 33-42 Retrieved from search.shamaa.org |