Innovative Assessment:: Peer Group and Oral Assessment

• Gina Wisker ^[1]
  1. [1] Anglia Polytechnic University, UK
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 31, Nº 2, 1994, págs. 104-114
• Idioma: inglés
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• Resumen

  • Student numbers are still rising, even in subject areas which find adaptation to such numbers extremely difficult because of scarce, expensive resources, or because of the necessity of individual student demands on staff time. Group work has been with us for a long time, but it is worth systematic formalizing in established and new courses with growing numbers and changing outcomes, just because of the kinds of learning styles it encourages, the development of student independence skills, problem solving and practice skills it encourages, and also because of the management of space and resources. The developments noted in this paper are the use of group‐based assessment, particularly assessment which focuses on the work of tutorless syndicate or peer groups, and, in particular, one method of such assessment, that of the assessment of oral presentations by the groups.