Learning and Teaching in Higher Education
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Learning and Teaching in Higher Education

Perspectives from a Business School

Edited by Kathy Daniels, Caroline Elliott, Simon Finley and Colin Chapman

There is often little guidance available on how to teach in universities, despite there being increasing pressure to raise teaching standards, as well as no official requirement for academics to have any specific teaching qualification in many countries. This invaluable book comprehensively addresses this issue, providing an overview of teaching in a business school that covers all stages of student learning.
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Chapter 31: Peer assessment

Elaine Clarke

Abstract

This chapter focuses on peer assessment, an activity in which students, or groups of students, rate and provide feedback on the work of their fellow students. The author demonstrates how this can contribute towards the development of desirable behavioural and critical skills needed in the workplace; making judgements; communicating constructively and co-operating with others. Practising peer assessment will also refine a student’s critical approach to their own work, reflecting upon feedback they have been given, learning from others’ approaches and reinforcing their own subject knowledge. The chapter provides an overview of the many forms that peer assessment could take, how it can be used in both formative and summative assessment, and how it can work with groups and individuals alike. The need to invest time in preparing students is also addressed. The author discusses how peer assessment plays a role in assessment for learning, particularly when linked with a problem-based approach.

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