Abstract
The increasing use of peer assessment in higher education institutions, as well as its benefits in term of students' learning is well documented. Distance education can be fraught with challenges, but creating a community of practice has been proven to increase student engagement and learning. This paper reports on the implementation of peer assessment of online asynchronous group discussions to foster a community of practice and equip future graduates with lifelong skills relevant to their chosen professional path. Through a careful preparation of students, the implementation of the peer assessment process proved beneficial. This paper describes the analysis performed to establish the validity and reliability of the peer assessment process in the context of a 3rd year unit of study of the bachelor of nursing at Charles Darwin University.
| Original language | English |
|---|---|
| Pages | 113-118 |
| Number of pages | 6 |
| Publication status | Published - 1 Dec 2010 |
| Event | Curriculum, technology & transformation for an unknown future - Duration: 5 Dec 2010 → … |
Conference
| Conference | Curriculum, technology & transformation for an unknown future |
|---|---|
| Period | 5/12/10 → … |
Keywords
- Assessment tools
- Asynchronous communication
- Distance education
- Peer assessment