RIS ID
80379
Abstract
This study sought to use new and more effective methods of formative feedback to students within the context of Chemistry teaching in order to facilitate student learning. Emphasis was placed on the use of student directed assessment, and in particular, the use of student self- and peer-assessment. During semester 2 of the 2005-06 academic year, a cohort of some 100 Chemistry students and 33 Natural Sciences students attended a series of problem-based workshops designed to test self- and peer- assessment methods.
COinS
Publication Details
Bedford, S. (2007). Maintaining quality feedback in the face of increasing student numbers. Proceedings of the Science Learning and Teaching Conference 2007 (pp. 221-223). United Kingdom: Higher Education Academy.