The importance of feedback in the student learning process is well understood among educational researchers (theorists) and teachers (practitioners). Its positive effects on the students learning and achievements have extensively been discussed in the theoretical research and illustrated by many empirical studies. It is also recognized that student assessment of other students’ work is a useful tool for activating student engagement in the learning process. This work presents the results of a pilot study investigating the attitudes toward peer-assessment of examination papers and exploring experiences of the peer-assessment process of students pursuing a bachelor degree in statistics.
(Tuesday 15th, 15:45-17:15) In session C8C
Tatjana von Rosen (Sweden)