Students are always self-assessing and are already generating feedback (Nicol & Macfarlane-Dick, 2006). But, although the two authors affirmed that self-assessment (SA) and feedback are strongly connected, in the literature, it is also highlighted that their implementation in higher education is not easy (Wanner & Palmer, 2018). Supporting the hypothesis that technology has the potential to enhance student engagement with feedback (Hepplestone et al., 2011), this article reports the implementation of a student response system that connected SA and Peer-Feedback (PF), aiming to give students a more active role and to enhance learning.
VALENTINA pagani (Corresponding)
|Data di pubblicazione:||2019|
|Titolo:||Self-assessment connected to Peer-feedback a research to enhance students learning using active learning pedagogies|
|Titolo del libro:||GKA EDUTECH 2019|
|Appare nelle tipologie:||4.2 Abstract in Atti di convegno|
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