Research Output
Peer Assessment: A Paradigm Shift in Case Pedagogy or an Abrogation of Lecturer Responsibility?
  The use of case studies as a pedagogic tool is fraught with challenges, not the least of which is engaging students in the ownership of the experiential base where instead of being passive recipients of knowledge they become active participants. Essentially we attempted to overcome the inherent weaknesses of group work - limited student participation, limited student co-operation, attendance, mark allocation, effort, planning and work load scheduling. The model is interactive driven by a number of platforms that allow lecturers to fully adapt it to their own requirements. Results from this pilot usage have been encouraging and show how peer assessment can enhance the experiential base of case analysis and its teaching platform

  • Type:

    Conference Paper

  • Date:

    01 July 2007

  • Publication Status:

    Published

  • ISSN:

    1554-7752

  • Library of Congress:

    LB2300 Higher Education

  • Dewey Decimal Classification:

    378 Higher education

  • Funders:

    Edinburgh Napier Funded

Citation

Stevenson, D., & Gallagher, J. (2007). Peer Assessment: A Paradigm Shift in Case Pedagogy or an Abrogation of Lecturer Responsibility?. International Journal of Case Method Research & Application, 19(4),

Authors

Keywords

Peer assessment, group work, case study, experiential learning, deep learning, student engagement, student empowerment

Monthly Views:

Available Documents