Suchergebnisse

Student peer-assessment (SPA) is known as an innovative collaborative method of learning. While the values of SPA are wildly accepted (Topping, 1998; Cho & al. 2006), it can be problematic for teachers to implement this kind of method in large classrooms and to insure that students accept and benefit of it. In the Belgian context, implementing student peer-assessment at the Bachelor level is challenging in multiple ways: First, while the number of universities using this kind of method is increasing , Belgian universities have still to take the step. The experience presented in this article will, therefore, be of particular interest in terms of sharing of practices. Second, the use of SPA as a learning and assessment method means to challenge student's learning habits and to ask them to replace individual and competitive learning for collaborative learning. Both challenges raise sets of questions about the institutional, personal or technological capacity to adapt . Among all the issues raised by student peer-assessment, the question of how students benefit of this practice still needs to be studied. This contribution will focus on this specific question and will discuss the implications of implementing SPA in first year bachelor students in political sciences. Using the data of a pre and post questionnaire and of students' results, our main argument is that online SPA can significantly help students to improve their learning outcomes. This working-in progress paper will be divided into three parts. The first part briefly presents the project implemented (objectives and design). The second part presents the research that has been carried out. The results of the research will be presented in the third part. The last part is dedicated to a more general discussion on student peer-assessment.

Student peer-assessment (SPA) is known as an innovative collaborative method of learning. While the values of SPA are wildly accepted (Topping, 1998; Cho & al. 2006), it can be problematic for teachers to implement this kind of method in large classrooms and to insure that students accept and benefit of it. In the Belgian context, implementing student peer-assessment at the Bachelor level is challenging in multiple ways: First, while the number of universities using this kind of method is increasing , Belgian universities have still to take the step. The experience presented in this article will, therefore, be of particular interest in terms of sharing of practices. Second, the use of SPA as a learning and assessment method means to challenge student's learning habits and to ask them to replace individual and competitive learning for collaborative learning. Both challenges raise sets of questions about the institutional, personal or technological capacity to adapt . Among all the issues raised by student peer-assessment, the question of how students benefit of this practice still needs to be studied. This contribution will focus on this specific question and will discuss the implications of implementing SPA in first year bachelor students in political sciences. Using the data of a pre and post questionnaire and of students' results, our main argument is that online SPA can significantly help students to improve their learning outcomes. This working-in progress paper will be divided into three parts. The first part briefly presents the project implemented (objectives and design). The second part presents the research that has been carried out. The results of the research will be presented in the third part. The last part is dedicated to a more general discussion on student peer-assessment.