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The experience of collaborative assessment in e-learning.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

  • D McConnell
<mark>Journal publication date</mark>1/05/2002
<mark>Journal</mark>Studies in Continuing Education
Number of pages20
Pages (from-to)73-92
Publication StatusPublished
<mark>Original language</mark>English

Bibliographic note

This paper is published in an international journal and was reviewed by two expert referees. It examines the use of collaborative forms of self-peer-tutor assessment in online learning environments in higher education and provides an original contribution to our understanding of online collaborative assessment methods. Data from interviews and online assessment processes is used to show that if online learners are asked to collaborate with each other in their studies and be involved in decision-making about the scope and content of their learning, they have to be involved in the assessment process. The paper makes a unique contribution to our understanding of online pedagogy by indicating that when online learners are given the power of self-management in their assessment, they become authentically engaged in what they do, and their motivation to study becomes strongly intrinsic, suggesting that this form of self-peer-tutor assessment is a necessary component in collaborative online learning. RAE_import_type : Journal article RAE_uoa_type : Education