Creativity in and between Collaborative Peer Assessment Processes in Higher Distance Education

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Creativity in and between Collaborative Peer Assessment Processes in Higher Distance Education

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Publication Article, peer reviewed scientific
Title Creativity in and between Collaborative Peer Assessment Processes in Higher Distance Education
Author(s) Amhag, Lisbeth
Date 2013
English abstract
The study investigates in what ways the combination of self-assessment and collaborative peer assessment can sup-port students’ creative- and critical abilities, as well as providing opportunities for meta-cognitive learning. The study is informed by sociocultural theories research traditions and computer supported collaborative learning, CSCL. Data were collected from 22 student teachers peer assessment processes, including peer feedback and self-assessment dur-ing two consecutive 15 credit web-based courses. The analytical framework was based on Toulmin’s argument model (1958) and Hattie and Timperley´s (2007) feedback model. The results provide a broader perspective on collaborative peer assessment processes by distinguishing, identifying and describing the meaning content in the students´ peer feedback and self-assessment, and the relationships between these. Quality of content and creativity in formulating the responses, can be linked to creativity as “higher order thinking skills”. Peer assessment processes can thus func-tion as creative exercises or as a tool to support such skills.
DOI http://dx.doi.org/10.4236/ce.2013.47A2011 (link to publisher's fulltext)
Publisher Scientific Research Publishing
Host/Issue Creative Education;7A
Volume 4
ISSN 2151-4771
Pages 94-104
Language eng (iso)
Subject(s) Creativity
Distance Education
Online Learning
Peer Assessment
Peer Feedback
Self-Assessment
Self-Efficacy
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/15870 (link to this page)

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