Using Peer and Self-assessment Practices to Assess Written Tasks.

Hernandez, Rosario (2007) Using Peer and Self-assessment Practices to Assess Written Tasks. In: Case Studies of Good Practices in Assessment of Student Learning in Higher Education. AISHE, Dublin, pp. 85-89.

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Abstract

This case study has been undertaken with a group of students participating in a semester-long module, a total of 24 teaching hours, at University College Dublin. Expresión Escrita is a final-year, level-3 undergraduate option module offered to students of Hispanic Studies. The number of students taking this module is limited to 20.The overall aim of this module is to develop the learners’ communicative competence in writing Spanish. The teaching methodology adopted promotes the students’ participation in class, and the teacher is perceived as a facilitator of learning. Four specific learning tasks form the basis to attain the overall aim of the module: written activities, a learning journal, a written portfolio and a written examination.

Item Type: Book Section
Depositing User: National Forum
Date Deposited: 03 Dec 2015 18:24
Last Modified: 03 Dec 2015 18:31
URI: http://eprints.teachingandlearning.ie/id/eprint/2487

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