Student perceptions of using the PebblePad e-portfolio system to support self- and peer-based formative assessment

Technology, Pedagogy and Education

Volumn 21, Issue 1, 2012, Pages 57-83

  Welsh, Mary ^a  

^a UNIVERSITY OF STRATHCLYDE   (United Kingdom)

Author keywords

action research; formative assessment; PebblePad e portfolio system; self regulated learning

Indexed keywords

EID: 84858678878     PISSN: 1475939X     EISSN: 17475139     Source Type: Journal    
DOI: 10.1080/1475939X.2012.659884     Document Type: Article

References (49)

1. All electronic documents accessed in January and February 2011.
2. Andrews, R. and Haythornthwaite, C., eds. 2007. The Sage handbook of E-learning research, London: Sage.
3. Barak, M. and Rafaeli, S. 2004. On-line question-posing and peer-assessment as means for web-based knowledge sharing in learning. International Journal of Human-Computer Studies, 61: 84-103.
4. Biggs, J. 2003. Teaching for quality learning at university, 2nd ed., London: Society for Research into Higher Education and Open University Press.
5. Black, P. and Wiliam, D. 1998. Assessment and classroom learning. Assessment in Education, 5: 7-74.
6. Bloxham, S. and West, A. 2004. Understanding the rules of the game: Marking peer assessment as a medium for developing students' conceptions of assessment. Assessment and Evaluation in Higher Education, 29: 721-733.
7. Boud, D. 2000. Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22: 151-167.
8. Boud, D. and Falchikov, N. 2007. Rethinking assessment in higher education: Learning for the longer term, London: Routledge.
9. Collins, A. 2007. "Cognitive apprenticeship". In The Cambridge handbook of the learning sciences, Edited by: Sawyer, K.R. 47-60. New York, NY: Cambridge University Press.
10. Crooks, T.J. 1988. The impact of classroom evaluation practices on students. Review of Educational Research, 58: 438-481.
11. D'Appollonia, S. and Abrami, P.C. 1997. Navigating student ratings of instruction. American Psychologist, 52: 1198-1208.
12. Gibbs, G. 1999. "Using assessment strategically to change the way students learn". In Assessment matters in higher education: Choosing and using diverse approaches, Edited by: Brown, S. and Glasner, A. 41-53. Buckingham and Philadelphia, PA: Society for Research into Higher Education and Open University Press.
13. Gibbs, G. 2006. "Why assessment is changing". In Innovative assessment in higher education, Edited by: Bryan, C. and Clegg, K. 11-22. London: Routledge.
14. Gibbs, G. and Simpson, C. 2004. Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1: 3-31.
15. Greenwald, A.G. and Gillmore, G.M. 1997a. Grading leniency is a removable contaminant of student ratings. American Psychologist, 52: 1209-1217.
16. Greenwald, A.G. and Gillmore, G.M. 1997b. No pain, no gain? The importance of measuring course workload in students' ratings of instruction. Journal of Educational Psychology, 89: 743-751.
17. Griffin, B.W. 2004. Grading leniency, grade discrepancy and student ratings of instruction. Journal of Educational Psychology, 29: 410-425.
18. Holmes, B. and Gardner, J. 2006. E-learning concepts and practice, London: Sage.
19. Larisey, M.M. 1994. Student self-assessment: A tool for learning. Adult Learning, 5(6): 9-10.
20. Laurillard, D. 2002. Rethinking university teaching: A conversational framework for the effective use of learning technologies, 2nd ed., London: RoutledgeFalmer.
21. Maclellan, E. 2004. How convincing is alternative assessment for use in higher education?. Assessment and Evaluation in Higher Education, 29: 311-321.
22. Marsh, H.W. and Roche, L.A. 2000. Effects of grading leniency and low workload on students' evaluations of teaching: Popular myth, bias, validity, or innocent bystanders. Journal of Educational Psychology, 92: 202-228.
23. McKendrick, M., Markham, P., Ross, M. and Welsh, M. 2007. BEd. 111 case study report, Glasgow: University of Strathclyde.
24. McNiff, J., Lomax, P. and Whitehead, J. 2003. You and your action research project, 2nd ed., London: Routledge.
25. McNiff, J. and Whitehead, J. 2006. All you need to know about action research, London: Sage.
26. Muijs, D. 2011. Doing quantitative research in education with SPSS, 2nd ed., London: Sage.
27. Nelson, M. and Schunn, C. 2009. The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37: 375-401.
28. Nevgi, A., Virtanen, P. and Niemi, P. 2006. Supporting students to develop collaborative skills in technology-based environments. British Journal of Educational Technology, 37: 937-947.
29. Nicol, D. (May, 2007). Principles of good assessment and feedback: Theory and practice. From the REAP International Online Conference on Assessment Design for Learner Responsibility. Retrieved fromhttp://www.reap.ac.uk/reap/reap07/Portals/2/CSL/keynotes/david%20nicol/Principles_of_good_assessment_and_feedback.pdf
30. Nicol, D. (2008). 12 principles of good assessment and feedback. Retrieved from the University of Strathclyde website:http://www.strath.ac.uk/learnteach/teaching/staff/assessfeedback/12principles/
31. Nicol, D. and Macfarlane-Dick, D. 2006. Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31: 199-218.
32. Nicol, D. and Milligan, C. 2006. "Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice". In Innovative assessment in higher education, Edited by: Bryan, C. and Clegg, K. 64-77. London: Routledge.
33. Olivares, O.J. 2001. Student interest, grading leniency and teacher ratings: A conceptual analysis. Contemporary Educational Psychology, 26: 383-399.
34. Organisation for Economic Co-operation and Development. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: Author.
35. Orsmond, P., Reiling, K. and Merry, S. 2000. The use of student derived marking criteria in peer and self-assessment. Assessment and Evaluation in Higher Education, 25: 23-38.
36. Pallant, J. 2007. SPSS survival manual, 3rd ed., Maidenhead: Open University Press.
37. Raban, R., & Litchfield, A. (December, 2006). Supporting peer assessment of individual contributions in group work. Paper presented at The 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ascilite): Who's learning? Whose technology? Sydney: University of Sydney. Retrieved fromhttp://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p159.pdf
38. Raban, R. and Litchfield, A. 2007. Supporting peer assessment of indvidual contributions in group work. Australasian Journal of Educational Technology, 23: 34-47.
39. Remedios, R. and Lieberman, D.A. 2008. I liked your course because you taught me well: The influence of grades, workload, expectations and goals on students' evaluations of teaching. British Educational Research Journal, 34: 91-115.
40. Remedios, R., Lieberman, D.A. and Benton, T.G. 2000. The effects of grades on course enjoyment: Did you get the grade you wanted?. British Journal of Educational Psychology, 70: 353-368.
41. Robson, C. 2002. Real world research, Oxford: Blackwell.
42. Rust, C., Price, M. and O'Donovan, P. 2003. Improving students' learning by developing their understanding of assessment criteria and processes. Assessment and Evaluation in Higher Education, 28: 147-164.
43. Sadler, D.R. 1998. Formative assessment: Revisiting the territory. Assessment in Education, 5: 77-84.
44. Schunk, D.H. and Zimmerman, B.J. 2009. Motivation and self-regulated learning, Abingdon: Routledge.
45. Somekh, B. 2006. Action research: A methodology for change and development, Maidenhead: Open University Press.
46. Walker, A. 2001. British psychology students' perceptions of group-work and peer assessment. Psychology Learning and Teaching, 1: 28-36.
47. Warren, M. and Cheng, W. 1997. Having second thoughts: Student perceptions before and after a peer assessment exercise. Studies in Higher Education, 22: 233-239.
48. Williams, E. 1992. Student attitudes towards approaches to learning and assessment. Assessment and Evaluation in Higher Education, 17: 45-58.
49. Zohar, A. and Dori, Y.J. 2003. Higher order thinking skills and low-achieving students: Are they mutually exclusive?. Journal of the Learning Sciences, 12: 145-181.