Peer review, feedback and new models of participatory assessment in higher education: An experimention at the Mediterranea University of Reggio Calabria

Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Viviana Vinci
Publishing Year 2021 Issue 2021/2
Language Italian Pages 15 P. 250-264 File size 0 KB
DOI 10.3280/ess2-2021oa12477
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Among the strategies used to promote participatory and learner-centred forms of assessment that promote students’ assessment literacy we include feedback and peer assessment. In the light of this framework, peer review strategies were tested in a Primary Education degree course. The results show the effectiveness of peer review activities of authentic tasks in developing students’ planning and evaluation skills, with an improvement in their performance and products. The results also showed the support of the peer review process in explicating students' implicit knowledge. The research also showed the importance of adapting university courses remotely through the planning of the learning environment and the use of online technologies/resources and the role of documentation in the development of design, evaluation and reflective skills of university students.

Keywords: ; peer review; feedback; assessment; university; documentation

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  • La didattica universitaria gamificata: un modello di valutazione partecipata Barbara Bruschi, Manuela Repetto, Melania Talarico, in EDUCATION SCIENCES AND SOCIETY 1/2023 pp.46
    DOI: 10.3280/ess1-2023oa15295
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Viviana Vinci, Peer review, feedback e nuovi modelli di valutazione partecipata nell’higher education: una sperimentazione presso l’Università Mediterranea di Reggio C in "EDUCATION SCIENCES AND SOCIETY" 2/2021, pp 250-264, DOI: 10.3280/ess2-2021oa12477