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Changing the marks-based culture of learning through peer-assisted tutorials

Alpay, E, Cutler, PS, Eisenbach, S and Field, AJ (2010) Changing the marks-based culture of learning through peer-assisted tutorials European Journal of Engineering Education, 35 (1). pp. 17-32.

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Abstract

We describe and evaluate an approach to student learning that aims to instil a culture of formative assessment based on peer-assisted learning. The idea is for suitably qualified undergraduates to assist in the running of weekly first-year tutorials. They mark submitted work, provide written and verbal feedback and lead problem-solving discussions during tutorials. However, contrary to normal practice, the marks they award do not contribute to the students'end-of-year total; all tutorialwork becomes essentially voluntary.We report results from a pilot implementation of the scheme over a 12 month period in an engineering department at a leading academic institution. The scheme was such that a comparative and triangulated assessment was possible among the students and tutor team. Results show no discernible degradation in student attendance, submission rates and performance in either the weekly exercises or end-of-year examinations. Important benefits to the peer tutors are also found. © 2010 SEFI.

Item Type: Article
Authors :
NameEmailORCID
Alpay, EUNSPECIFIEDUNSPECIFIED
Cutler, PSUNSPECIFIEDUNSPECIFIED
Eisenbach, SUNSPECIFIEDUNSPECIFIED
Field, AJUNSPECIFIEDUNSPECIFIED
Date : 1 March 2010
Identification Number : 10.1080/03043790903202983
Depositing User : Symplectic Elements
Date Deposited : 28 Mar 2017 10:56
Last Modified : 28 Mar 2017 10:56
URI: http://epubs.surrey.ac.uk/id/eprint/808597

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