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Enabler or inhibitor? Educational technology in self and peer assessment

Adachi, Chie, Tai, Joanna and Dawson, Phillip 2016, Enabler or inhibitor? Educational technology in self and peer assessment, in ASCILITE 2016 : Show Me The Learning : Proceedings of the 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of South Australia, Adelaide, S.Aust., pp. 11-16.

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Title Enabler or inhibitor? Educational technology in self and peer assessment
Author(s) Adachi, Chie
Tai, JoannaORCID iD for Tai, Joanna orcid.org/0000-0002-8984-2671
Dawson, PhillipORCID iD for Dawson, Phillip orcid.org/0000-0002-4513-8287
Conference name Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education. Conference (33rd : 2016 : Adelaide, South Australia)
Conference location Adelaide, South Australia
Conference dates 28-30 Nov. 2016
Title of proceedings ASCILITE 2016 : Show Me The Learning : Proceedings of the 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education
Editor(s) Barker, S.
Dawson, S.
Pardo, A.
Colvin, C.
Publication date 2016
Start page 11
End page 16
Total pages 6
Publisher University of South Australia
Place of publication Adelaide, S.Aust.
Keyword(s) self and peer assessment
educational technology
higher education
Summary This paper explores challenges and opportunities in self and peer assessment and its relationship with educational technologies that support the implementation of the assessment in Higher Educational contexts. While self and peer assessment offer a range of learning opportunities which may lead to enhanced learning outcomes, designing and implementing self and peer assessment comes with complexity and challenges. Through piloting two self and peer assessment tools, the limitations of current technology were identified. This suggested the need to deeply investigate challenges and enablers in self and peer assessment. An online survey captured perceived factors in addition to technology which contributed to the success. While student willingness to participate was the major inhibitor, technology and technology support were seen as vital to contributing to the success of self and peer assessment. Future work should consider educational technologies in context to contribute to the success of self and peer assessment endeavours.
Language eng
Field of Research 130103 Higher Education
Socio Economic Objective 0 Not Applicable
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2016, ASCILITE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30096551

Document type: Conference Paper
Collection: Deakin Learning Futures
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