Self and Peer Assessment in a Problem-Based Learning Environment: Learning English by Solving a Technical Problem- A Case Study

Self and Peer Assessment in a Problem-Based Learning Environment: Learning English by Solving a Technical Problem- A Case Study

Bernarda Kosel (University of Ljubljana, Slovenia)
Copyright: © 2006 |Pages: 19
DOI: 10.4018/978-1-59140-965-6.ch008
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Abstract

The purpose of this case study is to offer some suggestions on assessingstudent-centered groups, and show how self and peer assessment cancomplement a teacher’s assessment. The case study reports on whichassessment tools have been developed to measure students’ work in twoEuropean Leonardo da Vinci projects. The project used problem-basedlearning to teach English by combining this with a technical subject. A briefreport about the experiences on using an e-learning environment(Blackboard) in which the second project was carried out is also given.Assessment is divided into the process and product strands. The assessmenttools for each strand are proposed. These include rating scales forassessing the presentation and report, as well as self and peer assessmentquestionnaires for assessing the learning process.

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