Self- and Peer-Assessment for Built Environment Students

    Research output: Book/ReportOther report

    Abstract

    This Briefing Guide is intended to offer an introduction to the potential of using self- andpeer-assessment to provide a positive learning experience for built environment students. It contrasts self- and peer-assessment with other assessment methods and identifies some of the theoretical and pedagogical justifications for using these methods. Informed y the author?s experience of using self- and peer-assessment at both undergraduate andpostgraduate levels, and in the assessment of prior learning, and drawing on the widerliterature, this Briefing Guide outlines some of the main benefits of using modes ofself- and peer-assessment to enhance learning and provides practical examples of howsuch student engagement with assessment may be supported in practice.
    Original languageEnglish
    PublisherHEA: Centre for Education in the Built Environment
    Number of pages8
    Publication statusPublished - Apr 2009

    Publication series

    NameCEBE Briefing Guide Series
    No.14
    ISSN (Print)1744-9839

    Fingerprint

    student
    learning
    self-assessment
    experience

    Cite this

    Peel, D. (2009). Self- and Peer-Assessment for Built Environment Students. (CEBE Briefing Guide Series; No. 14). HEA: Centre for Education in the Built Environment.
    Peel, Deborah. / Self- and Peer-Assessment for Built Environment Students. HEA: Centre for Education in the Built Environment, 2009. 8 p. (CEBE Briefing Guide Series; 14).
    @book{f4561498dac2475c8f785789a550f998,
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    abstract = "This Briefing Guide is intended to offer an introduction to the potential of using self- andpeer-assessment to provide a positive learning experience for built environment students. It contrasts self- and peer-assessment with other assessment methods and identifies some of the theoretical and pedagogical justifications for using these methods. Informed y the author?s experience of using self- and peer-assessment at both undergraduate andpostgraduate levels, and in the assessment of prior learning, and drawing on the widerliterature, this Briefing Guide outlines some of the main benefits of using modes ofself- and peer-assessment to enhance learning and provides practical examples of howsuch student engagement with assessment may be supported in practice.",
    author = "Deborah Peel",
    year = "2009",
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    language = "English",
    series = "CEBE Briefing Guide Series",
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    Peel, D 2009, Self- and Peer-Assessment for Built Environment Students. CEBE Briefing Guide Series, no. 14, HEA: Centre for Education in the Built Environment.

    Self- and Peer-Assessment for Built Environment Students. / Peel, Deborah.

    HEA: Centre for Education in the Built Environment, 2009. 8 p. (CEBE Briefing Guide Series; No. 14).

    Research output: Book/ReportOther report

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    Peel D. Self- and Peer-Assessment for Built Environment Students. HEA: Centre for Education in the Built Environment, 2009. 8 p. (CEBE Briefing Guide Series; 14).