Student peer and self assessment in the context of work integrated learning : making it work

Harman, Suzanne 2011, Student peer and self assessment in the context of work integrated learning : making it work, in HERDSA 2011 : Proceedings of the 34th HERDSA Annual International Conference, HERDSA, [Gold Coast, Qld].

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Title Student peer and self assessment in the context of work integrated learning : making it work
Author(s) Harman, Suzanne
Conference name Higher Education Research and Development Society of Australasia. Conference (34th : 2011 : Gold Coast, Qld.)
Conference location Gold Coast, Queensland
Conference dates 4-7 Jul. 2011
Title of proceedings HERDSA 2011 : Proceedings of the 34th HERDSA Annual International Conference
Editor(s) [Unknown]
Publication date 2011
Conference series Higher Education Research and Development Society of Australasia Conference
Publisher HERDSA
Place of publication [Gold Coast, Qld]
Summary Students are now experiencing opportunities in practice education where their learning is facilitated by professionals of varied backgrounds thus leading to issues of how to assess student performance while on placement. Educators have had to re-think the way in which students’ performance is assessed and to integrate the key graduate attributes of critical reflection, self and peer assessments and feedback. Using recommendations by Mason (1999) in relation to a collaborative group model for workplace learning and ‘The Self-Directed Learning Model’ by Gaiptman and Anthony (1989) the Occupational Wellness and Life Satisfaction (OWLS) program encourages students to reflect on their experiences in an environment of self and peer evaluation, focussing on the process of learning rather than purely on outcomes. Students are required to complete a self and peer assessment of their learning using a nationally recognised fieldwork evaluation instrument and develop a practice portfolio consisting of learning contract and supporting evidence for their self-assessment. Qualitative and quantitative data was collected via a questionnaire to alumni. The most frequently identified skills that were valued by respondents were autonomy and independence. Other benefits identified were facilitation of self directed learning, and ability to problem solve with colleagues and to share learning. In a higher education environment where lifelong learning and the ability to work collaboratively are valued graduate attributes, a focus on peer and self assessment within the context of work integrated learning contributes to graduates who are well placed to work in both traditional and newer and emerging areas of practice.
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Language eng
Field of Research 111708 Health and Community Services
Socio Economic Objective 920201 Allied Health Therapies (excl. Mental Health Services)
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2011, HERDSA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30037210

Document type: Conference Paper
Collection: School of Health and Social Development
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