Self, Peer and Group Assessment in E-Learning

Self, Peer and Group Assessment in E-Learning

Tim S. Roberts (Central Queensland University, Australia)
Indexed In: SCOPUS View 2 More Indices
Release Date: January, 2006|Copyright: © 2006 |Pages: 333
ISBN13: 9781591409656|ISBN10: 1591409659|EISBN13: 9781591409670|DOI: 10.4018/978-1-59140-965-6


How can assessment practices be used to assist and improve the learning process? Self, Peer and Group Assessment in E-Learning attempts to answer this question by bringing together 13 contributions from prominent researchers and practitioners actively involved in all aspects of self, peer and group assessment in an online or e-learning environment. It describes the principal characteristics of self, peer and group assessment, and presents guidelines for effective implementation, highlighting both benefits and problems. It also provides examples in a variety of subject areas from secondary school students in different countries, large undergraduate classes, and Master's level courses.

The primary aim of Self, Peer and Group Assessment in E-Learning is to encourage the development of higher-quality learning and assessment practices, ones in which the learners themselves assume a greater responsibility for, and play a more active role in, their own learning.

Reviews and Testimonials

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)

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Tim S Roberts is a Senior Lecturer with the Faculty of Informatics and Communication at the Bundaberg campus of Central Queensland University. He has been teaching online courses since 1992, including computer programming to over a thousand students located throughout Australia and overseas, many of them studying entirely online. In 2001 together with Lissa McNamee and Sallyanne Williams he developed the Online Collaborative Learning in Higher Education web site at, and in 2002 with Joanne McInnerney the Assessment in Higher Education web site at He was awarded the Bundaberg City Council’s prize for excellence in research in 2001, and the Dean’s Award for quality research in 2002. He edited Online Collaborative Learning: Theory and Practice in 2003.