Business Students' Views of Peer Assessment on Class Participation

Autor/in	Tiew, Fidella
Titel	Business Students' Views of Peer Assessment on Class Participation
Quelle	In: International Education Studies, 3 (2010) 3, S.126-131 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Class Activities; Classroom Environment; Student Participation; Tutorial Programs; Marketing; Business Administration Education; Peer Evaluation; Learner Engagement; Questionnaires; Student Attitudes; Student Surveys; Educational Practices; Student Experience; Action Research; Likert Scales; Self Evaluation (Individuals); College Students; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Fragebogen; Schülerverhalten; Schülerbefragung; Bildungspraxis; Studienerfahrung; Projektforschung; Likert-Skala; Collegestudent; Ausland
Abstract	The purpose of this project was to introduce peer and self assessment on tutorial class participation to a marketing unit at Curtin Sarawak. This assessment strategy was introduced with desire to improve class participation and increase student involvement in assessment. At the end of semester, a questionnaire was used to gather responses from a sample of 77 students about their opinions on the peer assessment practice. Students agreed that the practice promotes a sense of ownership, engagement and personal responsibility of the learning experience. But at the same time, many experienced some stress in the assessment process and found it not easy to evaluate their peers. The study found students do not reject peer assessment strategy. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01