Tighe-Mooney, Sharon and Bracken, Meliosa and Dignam, Barbara
(2016)
Peer Assessment as a Teaching and Learning Process: The
Observations and Reflections of Three Facilitators on a First-Year
Undergraduate Critical Skills Module.
AISHE-J : The All Ireland Journal of Teaching and Learning in Higher Education, 8 (2).
pp. 2831-28318.
ISSN 2009-3160
Abstract
This article reflects on the experiences and observations of three facilitators as they
facilitated first-year undergraduate students in a peer assessment exercise. The peer
assessment exercise in question is an integral part of the new Critical Skills module
developed by Maynooth University and the focus of this article is on the facilitators’
reflections of how this assessment approach succeeded in terms of intended and
unintended learning outcomes. The learning outcomes are explored using four
categories developed by Boud, Cohen and Sampson (1999) – Team-work and
Collaboration; Critical Enquiry; Communication Skills and Learning to Learn. The article
also includes reflections on certain challenges and concerns that arose and bear
consideration when adopting peer assessment as a teaching and learning strategy.
| Item Type: |
Article
|
| Additional Information: |
This article was published under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License. |
| Keywords: |
Peer assessment; critical skills; learning to learn; reflective practice; assessment in Higher Education; |
| Academic Unit: |
Centre for Teaching and Learning |
| Item ID: |
7180 |
| Depositing User: |
Sharon Tighe-Mooney
|
| Date Deposited: |
11 Jul 2016 11:51 |
| Journal or Publication Title: |
AISHE-J : The All Ireland Journal of Teaching and Learning in Higher Education |
| Publisher: |
All Ireland Society for Higher Education (AISHE) |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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