Using PeerWise to develop a contributing student pedagogy for postgraduate psychology
Bibliographic Data
| ID | 19514047 |
|---|---|
| Authors | Wendy Mckenzie, Wendy A McKenzie (0000-0003-0955-4184, Australian Regenerative Medicine Institute), John Roodenburg (0000-0001-7991-446X, Australian Regenerative Medicine Institute) |
| Year | 2016 |
| Publication date | 2016-11-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australasian Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 1449-3098 • E-ISSN: 1449-5554 |
| Publisher | Australasian Society for Computers in Learning in Tertiary Education (PUBLISHER • NZ) |
| DOI | 10.14742/ajet.3169 |
| OpenAlex | W2555221826 |
| Language | EN |
| Citations received | 2 |
| References cited | 12 |
The importance of the role of peer and self-assessment in developing formative and sustainable assessment practice in higher education is increasingly becoming evident. PeerWise is an online software tool that engages students in contributing to their own and others’ learning by authoring, answering and providing feedback on multiple choice questions. Using a mixed methods approach, 20 students responded to discussion questions and an online survey about their perceptions of using PeerWise compared to online quizzes as part of the blended delivery of a postgraduate psychology unit. Students considered both authoring and answering questions in PeerWise to equally benefit their learning. Answering questions in PeerWise was perceived to be more helpful for learning than questions on a Moodle quiz. This advantage was evident across more complex cognitive skills, understanding, applying, evaluating and creating information, although only significant for facilitating understanding. PeerWise and online quizzes were seen to be equally helpful in facilitating recall. Despite the perceived benefits of PeerWise, students preferred quiz questions to be set by an expert if used as recognition of progress. Introducing PeerWise was effective in promoting engagement with peers; however, refinements to the model should focus on increasing student confidence in their own and peers’ capabilities
Formative assessment · Mathematics education · Pedagogy · Peer Assessment · Perception · Recall · Computer Science · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Learning to Teach in Higher Education
Personal Learning Environments, social media, and self-regulated learning
Sustainable Assessment
Inside the Black Box
Coping with complexity
Using PeerWise to develop a contributing student pedagogy for postgraduate psychology
Peer Learning and Assessment
Rethinking models of feedback for learning
Adjusting for multiple testing when reporting research results
Assessment – Summative and Formative – Some Theoretical Reflections
Formative assessment and self-regulated learning
A Revision of Bloom's Taxonomy
| Citations per year | 0.2 |
|---|---|
| Citation span | 2016 - 2022 (7) |
| Highly cited | No |