Where angels fear to tread: online peer-assessment in a large first-year class

In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer asse...

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Veröffentlicht in:	Assessment and evaluation in higher education 2013-09, Vol.38 (6), p.674-686
Hauptverfasser:	Mostert, Markus, Snowball, Jen D.
Format:	Artikel
Sprache:	eng
Schlagworte:	Educational evaluation Feedback first year formative Higher education Learning online Peer assessment Student Evaluation Student Surveys Student writing Validation studies
Online-Zugang:	Volltext
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