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A Case Study of the Integration of Self, Peer, and Group Assessment in a Core First-Year Educational Psychology Unit through Flexible Delivery Implementation

A Case Study of the Integration of Self, Peer, and Group Assessment in a Core First-Year Educational Psychology Unit through Flexible Delivery Implementation

Rozz Albon
Copyright: © 2006 |Pages: 41
ISBN13: 9781591409656|ISBN10: 1591409659|ISBN13 Softcover: 9781591409663|EISBN13: 9781591409670
DOI: 10.4018/978-1-59140-965-6.ch005
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MLA

Albon, Rozz. "A Case Study of the Integration of Self, Peer, and Group Assessment in a Core First-Year Educational Psychology Unit through Flexible Delivery Implementation." Self, Peer and Group Assessment in E-Learning, edited by Tim S. Roberts, IGI Global, 2006, pp. 101-141. https://doi.org/10.4018/978-1-59140-965-6.ch005

APA

Albon, R. (2006). A Case Study of the Integration of Self, Peer, and Group Assessment in a Core First-Year Educational Psychology Unit through Flexible Delivery Implementation. In T. Roberts (Ed.), Self, Peer and Group Assessment in E-Learning (pp. 101-141). IGI Global. https://doi.org/10.4018/978-1-59140-965-6.ch005

Chicago

Albon, Rozz. "A Case Study of the Integration of Self, Peer, and Group Assessment in a Core First-Year Educational Psychology Unit through Flexible Delivery Implementation." In Self, Peer and Group Assessment in E-Learning, edited by Tim S. Roberts, 101-141. Hershey, PA: IGI Global, 2006. https://doi.org/10.4018/978-1-59140-965-6.ch005

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Abstract

This chapter provides a case study of one lecturer’s approach to innovativeassessment in a first year unit of university study of 188 students. Manyinsights are provided into the training, preparation, and assessmentexperiences of self, peer, group, and lecturer assessments bound togetherby technology for flexible delivery. The dynamic and complex forms ofassessment support the coproduction of knowledge sharing to harness thesynergy of collective knowledge. Specifically, this chapter presents theauthor’s use of theory used to inform selected assessment strategies.General issues surrounding group assessments, and the impact of graduateattributes and technology on assessment, introduce the case study andreinforce the fact that assessment drives the learning. The author hopesthat by sharing her insights, higher-education practices can better meet theneed for students to learn collaborative and team skills required for thefuture world of work.

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