The power of peer assessment as an inclusive learning strategy in management education: fostering social justice at the tertiary level
Peer assessment (PA) is one of the most popular forms of formative assessment currently used in Higher Education Institutions worldwide. As an inclusive assessment practice, PA presupposes that individual learners’ needs and tastes are taken into consideration, as far as possible, to ensure that all...
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| Format: | Conference or Workshop Item |
| Language: | English |
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2021
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| Online Access: | https://repository.londonmet.ac.uk/8503/3/Meletiadou%202022a%20Peer%20assessment.pdf |
| _version_ | 1825625806955610112 |
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| author | Meletiadou, Eleni |
| author_facet | Meletiadou, Eleni |
| author_sort | Meletiadou, Eleni |
| collection | LMU |
| description | Peer assessment (PA) is one of the most popular forms of formative assessment currently used in Higher Education Institutions worldwide. As an inclusive assessment practice, PA presupposes that individual learners’ needs and tastes are taken into consideration, as far as possible, to ensure that all students have an opportunity to succeed focusing on their strengths rather than their weaknesses. The overall aim is to unravel areas for improvement and supporting students throughout their learning journey. In the current study, PA was used as an inclusive assessment strategy to enhance students’ writing skills and motivation towards writing. Forty-four 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. 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 in PA. The findings of the current study also indicate that PA should be initiated at a younger age to enhance student collaboration and reflection. |
| first_indexed | 2024-07-09T04:06:42Z |
| format | Conference or Workshop Item |
| id | oai:repository.londonmet.ac.uk:8503 |
| institution | London Metropolitan University |
| language | English |
| last_indexed | 2024-07-09T04:06:42Z |
| publishDate | 2021 |
| record_format | eprints |
| spelling | oai:repository.londonmet.ac.uk:85032023-05-09T09:02:10Z https://repository.londonmet.ac.uk/8503/ The power of peer assessment as an inclusive learning strategy in management education: fostering social justice at the tertiary level Meletiadou, Eleni 370 Education 410 Linguistics 650 Management & auxiliary services Peer assessment (PA) is one of the most popular forms of formative assessment currently used in Higher Education Institutions worldwide. As an inclusive assessment practice, PA presupposes that individual learners’ needs and tastes are taken into consideration, as far as possible, to ensure that all students have an opportunity to succeed focusing on their strengths rather than their weaknesses. The overall aim is to unravel areas for improvement and supporting students throughout their learning journey. In the current study, PA was used as an inclusive assessment strategy to enhance students’ writing skills and motivation towards writing. Forty-four 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. 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 in PA. The findings of the current study also indicate that PA should be initiated at a younger age to enhance student collaboration and reflection. 2021-11-11 Conference or Workshop Item PeerReviewed text en https://repository.londonmet.ac.uk/8503/3/Meletiadou%202022a%20Peer%20assessment.pdf Meletiadou, Eleni (2021) The power of peer assessment as an inclusive learning strategy in management education: fostering social justice at the tertiary level. In: AEA-Europe Conference 2021, 2-5 November 2021, Online. |
| spellingShingle | 370 Education 410 Linguistics 650 Management & auxiliary services Meletiadou, Eleni The power of peer assessment as an inclusive learning strategy in management education: fostering social justice at the tertiary level |
| title | The power of peer assessment as an inclusive learning strategy in management education: fostering social justice at the tertiary level |
| title_full | The power of peer assessment as an inclusive learning strategy in management education: fostering social justice at the tertiary level |
| title_fullStr | The power of peer assessment as an inclusive learning strategy in management education: fostering social justice at the tertiary level |
| title_full_unstemmed | The power of peer assessment as an inclusive learning strategy in management education: fostering social justice at the tertiary level |
| title_short | The power of peer assessment as an inclusive learning strategy in management education: fostering social justice at the tertiary level |
| title_sort | power of peer assessment as an inclusive learning strategy in management education fostering social justice at the tertiary level |
| topic | 370 Education 410 Linguistics 650 Management & auxiliary services |
| url | https://repository.londonmet.ac.uk/8503/3/Meletiadou%202022a%20Peer%20assessment.pdf |
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