Thirteen contributors from international researchers and practitioners consider how various self, peer and group assessment practices may be used to improve the e-learning process. These include ( for example) a case study in peer evaluation for second language teachers in training, and a description of the implementation of peer and self-assessment in first-year engineering courses. The volume concludes with a discussion of the demise of exams and rise of generic attribute assessment.
– Book News (2006)
This book is strong in its foundation of research and practice. It offers some familiar options and some new ideas for those of us wanting to become more involved in non-traditional models of peer, group, and self assessment. Self, Peer, and Group Assessment in e-Learning is well worth the read!
– British Journal of Educational Technology Volume 38, Number 1 (2007)
The arrival of this book is important and timely for a number of reasons: firstly because of the interest in eLearing in the general population, and secondly because practioners are seeking advice from educational researchers about assessing people online. I found a particular strength of this book lies in the range of excellent examples that emerge through the twelve chapters.
– Elspeth McKay, RMIT University, Australia
The book is highly recommended for all libraries serving academic institutions, as well as all LIS professionals involved in information literacy programmes. In a professinal environment stressing collaborative work, we can certainly incorporate peer and group work in our assessment practices.
– Online Information Review, University of Pretoria
Self, Peer and Group Assessment in E-Learning is all about how to apply alternative, collaborative assessment methods in an online learning environment. It is a good primer for those who want to learn more about the theory behind this type of assessment or who want to move forward and apply self, peer, and group assessment to their instruction but just do not know how to begin.
– Internet and Higher Education (2006)
The most beneficial aspect of this book is that it brings to the forefront the meaning behind assessment. For those who teach in environments where student assessment is given only in end of the term course evaluations, some of the readings can be the beginning of innovative teaching practices.
– Technical Communication, Vol. 55, No. 2 (2008)