The use of peer assessment as an inclusive learning strategy in higher education institutions

Meletiadou, Eleni (2022) The use of peer assessment as an inclusive learning strategy in higher education institutions. In: Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning. IGI Global, pp. 1-26. ISBN 978-1-7998-8579-5

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Official URL: https://doi.org/10.4018/978-1-7998-8579-5.ch001

Abstract / Description

Peer assessment (PA) is one of the most popular forms of alternative assessment currently used in higher education institutions worldwide. In the current study, PA was used as an inclusive assessment tool to enhance students' writing skills and motivation towards writing and learning in general. Forty-two undergraduate students attended an academic writing module for one academic semester. The overall aim was to develop their writing skills taking into consideration their individual differences and ensuring all students had an opportunity to succeed. Students received training in PA and were then involved in reciprocal anonymous PA. Findings indicated that learners improved their writing skills considerably and became more independent learners. Their motivation also increased as they could better understand the assessment criteria. However, they confessed that they needed more training and support and they believed that PA should also be used in other modules and courses to enhance student collaboration and reflection.

Item Type: Book Section
Additional Information: ** From Crossref book chapters via Jisc Publications Router
Uncontrolled Keywords: peer assessment (PA); inclusive assessment; motivation
Subjects: 300 Social sciences > 370 Education
Department: Guildhall School of Business and Law
SWORD Depositor: Pub Router
Depositing User: Pub Router
Date Deposited: 05 Jan 2022 10:29
Last Modified: 05 Jan 2022 10:29
URI: http://repository.londonmet.ac.uk/id/eprint/7129

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