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.
|Publisher||HEA: Centre for Education in the Built Environment|
|Number of pages||8|
|Publication status||Published - Apr 2009|
|Name||CEBE Briefing Guide Series|
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. http://www.cebe.heacademy.ac.uk/publications/briefguides/pdf/BriefingGuide_14.pdf