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Meletiadou, Eleni and Coleman-Schoels, Bettina (2022) Exploring the use of ‘Assessment for learning’ strategies with final year students to improve their dissertation journey and engage them as partners in learning at GSBL. In: London Metropolitan University Learning and Teaching Conference, 28-29 June 2022, London Metropolitan University.
The present research examined the impact of peer- assessment (PA) and self-assessment (SA) on final year students’ attitudes and motivation to write at GSBL. Students were engaged as partners in learning as they were asked to take responsibility for their own and their peers’ learning. The preliminary outcomes showed that the use of these two assessment methods had a profound impact on students’ dissertations and their attitudes towards writing. Considering the findings, the use of PA and SA was challenging, but developed students’ autonomy, critical thinking, and sense of personal accountability.
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