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Evaluation of Multi-Peer and Self-Assessment in Higher Education: A Brunei Case Study

Evaluation of Multi-Peer and Self-Assessment in Higher Education: A Brunei Case Study
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Author(s): David Hassell (University of Bath, Bath, UK) and Kok Yueh Lee (Universiti Teknologi Brunei, Mukim Gadong A, Brunei, Darussalam)
Copyright: 2020
Volume: 1
Issue: 1
Pages: 17
Source title: International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE)
Editor(s)-in-Chief: Yufeng Qian (Louisiana State University, USA)
DOI: 10.4018/IJITLHE.2020010104

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Abstract

This article presents an evaluation of the use of peer and self-assessment as part of the learning process in a public speaking assessment coursework, with students from two departments taking part. Students were assessed by themselves, their peers and the lecturer using an online platform, Google forms, utilizing a set of rubrics. The marks were compared between markers to identify similarities and differences. After the process, student feedback on the experience was obtained using a questionnaire utilizing the Likert seven point scale to rate different questions. Analysis of the marks awarded found that whilst there might be correlations between different markers (i.e. peer – self) for marks on certain subsections of the work, there was no overall correlation between marks. Student perceptions to the exercise indicated that the use of rubrics was well received; students considered it a fair assessment method and it provided information on how to perform well in the assessment.

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