The aim of the research presented in this chapter is to experiment with contextually new approaches to the assessment of learning of university students, in particular by referring to the approach of Assessment for Learning in Higher Education (Sambell, McDowel, & Montgomery, 2013) and more specifically to the forms of peer review and peer assessment to which it refers. The study took place during four courses at the University of Padua, involving around 600 undergraduate and masters-level students.

Teacher and students experiences and perceptions on self- and peer assessment in several courses at the University of Padua

Valentina Grion;Debora Aquario
2018

Abstract

The aim of the research presented in this chapter is to experiment with contextually new approaches to the assessment of learning of university students, in particular by referring to the approach of Assessment for Learning in Higher Education (Sambell, McDowel, & Montgomery, 2013) and more specifically to the forms of peer review and peer assessment to which it refers. The study took place during four courses at the University of Padua, involving around 600 undergraduate and masters-level students.
Assessment of learning or assessment for learning? Towards a culture of sustainable assessment in higher education
978886760583-5
File in questo prodotto:
Non ci sono file associati a questo prodotto.
Pubblicazioni consigliate

Caricamento pubblicazioni consigliate

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11577/3281166
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact