Self, Peer and Group Assessment in E‐Learning

Citation

Fourie, I. (2007), "Self, Peer and Group Assessment in E‐Learning", Online Information Review, Vol. 31 No. 1, pp. 95-96. https://doi.org/10.1108/14684520710731092

The greater use of online technologies provides the ideal environment for self‐, peer and group assessment, as well as opportunities to increase group and collaborative work where students help each other. It, however, brings us to questions such as:

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  How can assessment practices be used to improve learning processes?

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  What support is there for more student‐centred methods of teaching and learning?

Under the very capable editorship of Tim Roberts, a group of international experts, including practitioners as well as researchers, explores the intricacies of non‐instructor‐based assessments in the context of e‐learning, for example self‐, peer and group assessment.

Self, Peer and Group Assessment in E‐Learning consists of a preface, 13 chapters, information about the authors and an index. Chapter 1 offers an introduction, an explanation of the meaning of key terms, as well as an overview of commonly experienced advantages and disadvantages. Chapter 2 offers a case study in peer evaluation for second language teachers in training. The author reports that greater honesty has been noted when using quizzes and surveys submitted online than with paper‐based ones submitted directly to the instructor. Chapter 3 explores self‐assessment in Portuguese engineering education.

Chapter 4 reports a case study on a course about the self‐, peer and group assessment of adult educators. Here online discussion forums play an essential role. Chapter 5 offers a case study of assessment in a core first‐yeast educational psychology unit through flexible delivery implementation. In Chapter 6 the value of learning circles and peer review in graduate education is explored, while Chapter 7 deals with learning English for technical purposes. Further chapters deal with self‐ and peer assessment in a problem‐based learning environment, designs for Web‐assisted peer and group assessment, using online peer feedback to improve performance in a composition course, interpersonal assessment, and evaluating others in online environments. In the two final chapters a framework for assessing self‐, peer and group performance in e‐learning, and the demise of exams, are dealt with. The chapters are mostly well referenced and can direct readers to further sources of information.

The intention with Self, Peer and Group Assessment in E‐Learning is to stimulate thought on the topic of peer, self‐ and group assessment, as well as changes in assessment practices. Tim Roberts and the contributors have succeeded very well in achieving this aim.

The book is therefore highly recommended for all libraries serving academic institutions, as well as all LIS professionals involved in information literacy programmes. In a professional environment stressing collaborative work, we can certainly incorporate peer and group work in our assessment practices.