dc.contributor.author |
Ayyoub,Abed Alkarim |
|
dc.contributor.author |
Assali,Alia |
|
dc.contributor.author |
Eideh, Bilal Abu |
|
dc.contributor.author |
Suleiman, Mahmoud |
|
dc.date.accessioned |
2018-07-25T11:10:10Z |
|
dc.date.available |
2018-07-25T11:10:10Z |
|
dc.date.issued |
2017-01 |
|
dc.identifier.issn |
2210-1578 |
|
dc.identifier.uri |
https://journal.uob.edu.bh:443/handle/123456789/794 |
|
dc.description.abstract |
This study provides an account of the place of peer and self-assessment in higher education. It particularly focusses on introducing these assessments in three graduate courses and measures the impact on learning outcomes, and compares the results of self/peer assessments vis-à-vis those conducted by teachers. Using the action research approach, this study develops models for implementing self/peer assessments that can have direct implications for promoting self-efficacy in learners. Within the overarching framework of the Social Cognitive Theory, this paper provides pedagogical implications for curriculum development, instructional practice, and workable assessment mechanisms. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Bahrain |
en_US |
dc.rights |
Attribution-NonCommercial-ShareAlike 4.0 International |
* |
dc.subject |
Action research |
en_US |
dc.subject |
Assessment and evaluation |
en_US |
dc.subject |
Self/peer assessment |
en_US |
dc.subject |
School reform |
en_US |
dc.title |
An Action Research Approach for Using Self/Peer Assessment to Enhance Learning and Teaching Outcomes |
en_US |
dc.type |
Article |
en_US |
dc.identifier.doi |
http://dx.doi.org/10.12785/jtte/050104 |
|
dc.volume |
05 |
|
dc.issue |
01 |
|
dc.pagestart |
33 |
|
dc.pageend |
42 |
|
dc.source.title |
Journal of Teaching and Teacher Education |
|
dc.abbreviatedsourcetitle |
JTTE |
|