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Over the past two decades, self-regulation has captured the attention of researchers in language learning. It is an acknowledged fact that self-regulated learners' performance surpasses those who are not self-regulated. In an educational context, assessment is one of the major factors which increase or decrease the level of self-regulation. The present study explores the role of three types of assessment, namely self-assessment (SA), peer-assessment (PA), and teacher-assessment (TA), in English language learning of Pakistani learners and to find out the attitude of the learners toward the most suitable type of assessment for the development of self-regulated learning (SRL) features among learners. Following a quantitative approach, the data for the study were collected from a sample of 99 bachelor-level students through pre and post-tests and questionnaires. The data were analyzed through SPSS version 16.0. The authors found that the PA proved to be the most suitable for English language learning. The learners' perception also showed that they found the PA quite useful in fostering self-regulation. This study brings more enlightenment to the effective use of assessment techniques to improve learners' SRL abilities. [ABSTRACT FROM AUTHOR]

This study explores how novices could effectively evaluate the quality of microsurgical suturing. That would be enhanced with using a novel Manual Suture Parameters for Training and Assessment (M-SParTA), which supported novices with guidance on the objective parameters, in order to increased the accuracy of scoring ability. We also propose the following initial framework to train novices in microsuturing using a standardised task: 1) Exposure; 2) Assessment; 3) Hands-on and self-assessment. The independent learning cycle with targeted supervision provides novices with greater autonomy and a less stressful environment that could enhance skills training. [ABSTRACT FROM AUTHOR]

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As class sizes in pharmacy education increase, faculty must develop new assessment strategies for essay writing assignments. This study evaluated accuracy and student perceptions of an innovative grading process that utilizes both peer- and self-assessment. Four SOAP note sessions were evaluated. Each session included four activities: a writing workshop, assessment workshop, and reflection session. For each assessment workshop students scored their note and a blinded peer's note using a grading form, facilitated by a faculty-led discussion. In a subsequent reflection session, students reviewed their peer- and self-assigned grades and could petition for faculty review if desired. The average self-, peer-, and final-grades were compared for each of the four SOAP note sessions using ANOVA. After the fourth session, students completed an anonymous 10-question Likert-scale survey regarding their perceptions of the process and three open-response questions. Survey results were analyzed with descriptive statistics. Approximately 140 students participated. No difference was found between the average self-, peer-, and final-grades for all four sessions (p > 0.05). The survey response rate was 65% (91/140). Survey questions were grouped into three themes. The majority of students either strongly agreed or agreed that sessions were well organized and effective (≥84%), assessment workshops enhanced learning (≥68%), and the scoring method was fair (≥72%). The lowest score (mean 2.53 on a 4-point scale) reflected satisfaction with peer-provided feedback. When asked what they liked most, respondents most commonly cited that faculty-led review and discussion enhanced clinical knowledge. The combination of a peer- and self-assessment process was accurate, well-received, and can be used to decrease faculty workload. [ABSTRACT FROM AUTHOR]

This study investigated the effectiveness of self-, peer-, and teacher assessments in assessing EFL students'oral presentations. It also examined consistencies and differences among these three methods of assessment. Students'attitudes towards self-assessment and peer assessment were also investigated. This study is a mixedmethods sequential explanatory research in which both quantitative and qualitative data were collected. Using an adapted rating scale, 60 Iranian students in four advanced English courses were requested to assess their oral presentations and the oral presentations of their peers. Four teachers used the same rating scale to assess all students'oral presentations. To obtain students'attitudes towards self- and peer assessments, a questionnaire was administered before and after the employment of the rating scale. Students who revealed changes in their attitudes were also interviewed. Although the results showed no significant differences in the three assessment methods, the analysis of the mean scores revealed that teachers employed the strictest scoring criteria while peer assessors used the most lax ones. While the results of peer- and teacher assessments appeared to be consistent, no consistencies were discovered in self- and peer- assessments and in self- and teacher assessments. This study highlights that EFL students'involvement in assessing their own and peers'oral presentations can enhance their motivation to learn. [ABSTRACT FROM AUTHOR]

This research aims to develop instrument for assessing student's affective domain using self-assessment (SA) and peer-assessment (PA) models employs the modified model of development by Mccoach. The sampling technique used was cluster random sampling. Aiken, CFA second order and alpha cronbanch were used as the data analysis techniques, aided by Excel program, Lisrel and SPSS. The results show that the there were 6 constructs of instrument for assessing student's affective domain. The content validity was done using Aiken index and the result ranged from 0,750-1,00 and all of the items were valid. The construct validity of the instrument was done using CFA approach. A fit model of instrument for affective domain based on self-assessment was developed with the value of Chi-square (X^2) = 267,22 df = 246, P-value = 0,168, RMSEA = 0,022 and the instrumentbased on peer-assessment has the value of Chi-Square (X^2) = 151,55, df = 126, P-value = 0,060, RMSEA = 0,034. On the items estimation, the value of loading factor was 0,31-0,99 (>0,30) which means that the items in the instruments based on SA and PA are valid. The instruments reliability reached 0,788-0,886 which means that all the instruments developed were valid. The valid instrument is very important to get good information about self-assessment and peer-assessment. [ABSTRACT FROM AUTHOR]

Abstract Peer-assessment in nursing education using an OSCE protocol is an increasing educational activity that complements that of teachers. However, little is known about how students' and teachers' assessments correspond. The study aimed to compare OSCE assessments made by student examiners and faculty examiners during examinations of clinical skills in undergraduate nursing education. Four cohorts of third-year nursing students participated between 2014 and 2016. The students underwent a clinical examination of the management of central venous catheters and totally implantable venous access devices. Students who performed the examinations were observed both by a faculty examiner and student examiner. Both observers used the same OSCE protocol for the assessment but independently. The OSCE protocols from both faculty and student examiners were reviewed and compared. Total agreement between the student and faculty examiner was reached in 127 of 135 (94%) paired protocols. The level of agreement was substantial with a kappa value of 0.79 (95% CI 0.65–0.93). The conclusion was that the level of agreement between student and faculty examiners was high when using an OSCE protocol in clinical examinations of two different clinical skill tasks. The structured checklist (OSCE protocol) was easy to use for the student examiners despite the lack of experience or training in advance. Highlights • The level of agreement in the assessments was high despite no introduction to the OSCE protocol for the students. • Nursing student examiners may be used in peer assessment using a structured OSCE protocol. • Using checklists such as an OSCE protocol facilitates giving and receiving peer feedback in nursing education. [ABSTRACT FROM AUTHOR]

Effective teaching is the collaborative effort of both teachers and students. Teachers are expected to engage their students in the teaching and learning process so as to make them active in the classroom. Thus, using peer assessment gives an opportunity to a teacher to engage students in learning, enabling them to take responsibility for their own learning. Accordingly, the main aim of this study was to investigate the effect of peer-assessment on students’ writing self-efficacy. In order to achieve this objective, the research question related to whether the use of peer-assessment can bring a change to the students’ writing self-efficacy was set. Moreover, the study through its second research question dealt with students’ perception on the use of peer-assessment. The study was quasi-experiment in design. It focused on 1st year Banking and Finance Department students of Jimma University. The department had four groups (groups, A, B, C & D) of which two groups were selected by using a random sampling technique. Accordingly, section A (N=30 students) and section B (N=30 students) were selected and included in the study, and section A was assigned as comparison group whereas section B was assigned as treatment group. In order to collect data from the students, questionnaires and journal writing were used at the end of the intervention. The data collected through questionnaire were quantitative, and they were analysed using an independent sample t-test. On the other hand, the data collected through journal writing were qualitative, which were analysed using a descriptive method. The result of the analysis showed that the students in the treatment group improved their writing self-efficacy. This indicates that the use of peer-assessment as intervention showed a significant effect on the students’ writing self-efficacy (t (58) = 4.545, p < 0.05, “Sig. (2-tailed)”). Moreover, the qualitative data finding showed that the students in the treatment group positively perceived the use of peer-assessment in learning writing. Therefore, it is possible to recommend that the use of peer-feedback, in addition to instructor feedback, is better than the feedback given by instructor alone. [ABSTRACT FROM AUTHOR]

This study proposes an extended approach to refine inconsistent peer- and self-assessment scores in teamwork assessment. These refined scores are commonly used to estimate individual contribution factors, also referred in some literature as individual weighting factors. The individual contribution factors are then multiplied by team mark to convert team mark into individual marks, provided the scores are valid (the degree to which the scores measure the true contributions) and reliable (the extent to which the scores are consistent). However, not all peer- and self-assessment scores are valid and reliable. Although the validity is as equally, if not more, important as reliability, this study focuses on the reliability. Anecdotal and literature evidence suggests that there are several cases of inconsistencies in students' peer- and selfassessment scores. Creative accounting scores (over-rating to self and under-rating to peers) by some minority team members arc commonly encountered cases of inconsistencies, which are addressed by the proposed extension. To discuss the characteristics of the extended approach, mathematical equations and computations are presented and discussed with the help of typical inconsistent peer- and self-assessment scores. The analysis clearly shows that relative relevance approach based on standard normal probability can be a viable option in order to refine creative accounting cases of inconsistencies. [ABSTRACT FROM AUTHOR]

This study applies the Shapley value within the context of class-group based peer assessments by treating it as a cooperative game and giving fairness to each group member to cushion the effect of coalitions. Based on scenario analysis, the Shapley Value method is used to identify the fair marks which should be given/allocated to individuals with in groups where there is uneven participation. Scenarios are presented using two and three student member cases with situations under pinning the free rider problem. The Shapley value concept as applied in this study provides what may be viewed as a contribution consistent mark allocation for group assignments [ABSTRACT FROM AUTHOR]

Working in groups has become increasingly important in order to develop students' skills. However, it can be more successful when peers cooperate and are involved in the assigned tasks. However, several educators firmly show disadvantages when all peers received the same reward, regardless of individual contribution. Some teachers also considering peer assessment to be time and effort consuming because preparation and monitoring are needed. In order to overcome these problems, we have developed a web-based peer assessment referred to as the 'Scoring by Peer Assessment System' (SPAS) that allows teachers to set up the process of peer assessment, in order to assign scores that reflect the contribution of each student. Moreover, a web-based application allows students to evaluate their peers regarding their individual contribution where cooperative learning and peer assessment are used. The paper describes the system design and the implementation of our peer assessment application. [ABSTRACT FROM AUTHOR]

Incorporating a variety of assessment practices can help improve the engineering education practices. However, many tasks that add value to the process can be too time consuming and have their usage limited if used frequently and in large classes. One of the tools to facilitate professors and assessors practice is that of peer and self-assessments paired with rubrics. This work analyses and compares the implementation of two different rubrics' types, analytical and holistic, in a six-month course on decision making in industrial engineering. The rubrics were designed to assess format, research bibliography, text quality and content. As results, we found significant differences between both type of rubrics in achieving consensus, bad practices issues, average grades and feedback influence. While easier to achieve consensus and less time consuming to design, holistic rubrics are easier to tamper with and consistently present higher grades. Analytical rubrics heavily influence written feedbacks exchanged between students. Overall, we believe that through responsible use, analytical rubrics can have a positive impact in the development of engineering education. [ABSTRACT FROM AUTHOR]

Since the word "app" was named "Word of the Year" by the American Dialect Society in 2010, the demand for education in mobile technologies has never been greater. This paper describes the experience gained while teaching mobile apps development as a subject in a Computer Science engineering curriculum for three academic years. We provide a description of the teaching and assessment processes adopted, based on a Problem Based Learning (PBL) approach and a weighted self/peer/teacher assessment schema respectively, tackling the main issues that arise when considering these methodologies. Throughout these three course editions a total of 37 students have followed the subject and instructors have given them a great degree of freedom to propose their own projects. This has led to a high degree of motivation and ambition, and it has been rarely necessary to push any additional functionality into their initial proposals. Moreover, the projects as a whole have covered not only a good sample of the most important mobile computing aspects but also very different application areas. On top of this, we have also analyzed the implications of introducing peer- and self-assessment components into the evaluation system. In this respect, we have concluded that not only peer- but also self-assessment can be acceptably close and correlated to the marks given by the teachers. We believe that our observations, results and experiences could be useful in inspiring other teachers when designing other higher education courses (or parts of them), especially those sharing the basic characteristics of those described in this work. [ABSTRACT FROM AUTHOR]

In tune with the growing emphasis on learner-centeredness in teaching, alternative forms of assessment have gained significant attention as means of developing students' linguistic and cognitive capabilities. In consistence with the requirement for more research in alternative assessment in ESL context, the present study intends to explore the effect of self and peer-assessment on the development of beginner level learners' writing skill. It was hypothesized that self- and peer-assessment would have no statistically significant effect on the writing skill of the learners at the level of p=0.01. The research questions attempted to find 1) the significance of the effect of self- and peer-assessment on the skill of writing a narrative and 2) the significance of the effect of self- and peer-assessment on each criterion of the scoring rubrics. For this, sixteen students studying standard IX were given instruction in writing the genre of recount of an event as well as the criteria chosen for evaluation. The study adopted a quasi-experimental pre- and post-test design. Mixed method approach was used for data analysis which comprised students' answer scripts and the scores obtained at various phases of the study. The post-test results indicated that the participants progressed from pre-test (M=2) to post-test (M=7.5). The results indicated a statistically significant difference at the level of 0.01 leading to the rejection of the null hypothesis. The findings were attributed to heightened awareness of the students about the assessment criteria. [ABSTRACT FROM AUTHOR]

This study evaluates whether online peer assessment increases student participation and thus improves their learning achievement in a database system design and analysis course. To understand the effectiveness of online peer assessment within a Web 2.0 environment, we implemented an e-learning 2.0 platform to achieve the research purpose. Data were collected from student participants in a database system design and analysis course, including Really Simple Syndication (RSS), blogs, Wiki, and other online forums. We used a quasi-experimental design method to divide participants into an experimental group (N = 52) and a control group (N = 60). The control group was taught using a traditional face-to-face teaching method, while the experimental group followed the same course outline but was additionally assisted by the elearning 2.0 platform, which incorporated peer assessment mechanism. The results indicated that students in the experimental group had significantly better academic results than those in the control group. [ABSTRACT FROM AUTHOR]

This meta-analysis examined the effects of self-assessment (SA) and/or peer-assessment (PA) interventions on academic performance. The synthesis included 626 effect sizes from 175 independent studies, either using an experimental/quasi-experimental design or a repeated measures design, and involved 19,383 participants in total. Results indicated that SA (g = 0.585), PA (g = 0.606), and SA + PA (mixed) intervention (g = 0.448) had meaningful effects on academic performance. The difference between the effects of SA and PA interventions, conducted on different groups within the same study, was not statistically significant. The use of online technology increased the effect of PA interventions but not for SA. Participants with a higher mean age had more performance gains from the SA + PA (mixed) intervention. For both SA and PA, the studies that used a repeated measures design generated larger effect sizes than those with an experimental/quasi-experimental design. Overall, the findings from this meta-analysis demonstrated the benefits of SA and PA interventions on academic performance in different contexts. Implications for practice and directions for future research are discussed. • Included 626 effect sizes from 175 independent studies involving 19,383 participants. • SA, PA, and SA + PA interventions had meaningful effects on academic performance. • There was no significant difference between the effects of SA and PA interventions. • The use of online technology increased the effect of PA interventions but not for SA. • Studies without control groups had larger effect sizes than those with control groups. [ABSTRACT FROM AUTHOR]

Background: The patient-centered focus of clinical pharmacy practice which demands nuanced application of specialized knowledge and skills targeted to meeting patient-specific therapeutic needs warrant that the training strategy used for PharmD graduates must empower with the ability to use the higher level cognitive processes and critical thinking effectively in service delivery. However, the historical disposition to learning in the Middle East and among Saudi students appeared heavily focused on rote memorization and recall of memorized facts. Objectives: To assess the impact of active pedagogic strategies such as self-reflection and peer assessment on pharmacy students' academic performance and metacognitive skills, and evaluate students' feedback on the impact of these active pedagogic strategies on their overall learning experience. Method: An exploratory prospective cohort study was conducted among 4th year students at the College of Clinical Pharmacy, King Faisal University, Saudi Arabia to assess the impact of self-reflection and peerassessment in a semester-wide assessment tasks in two compulsory first semester 4th year courses (Therapeutics-3 and Pharmacoeconomics). An end-of-course evaluation survey with a pre-tested 5-item open-ended questionnaire was also conducted to evaluate students' feedback on the impact of active pedagogic strategies on their overall learning experience. Result: Male students (study group) constituted 40.7% of the cohort while 59.3% were females (control group) with mean ± SD age of 23.2 ± 5.6 and 22.1 ± 4.9 years respectively. The mean ± SD scores for quizzes, mid-term and final exams, and the overall percentage pass were significantly higher in the study group for both courses (P < 0.001). The majority of the students in the study group opined that the exposure to active pedagogic strategies enabled them to improve their use of critical thinking, facilitated deeper engagement with their learning and improved their clinical decision-making and discussion skills. Conclusion: The use of active pedagogic strategies such as self-reflection and peer-assessment appeared to significantly improve examination performance, facilitate deep and constructive engagement with learning and fostered students' confidence in the use of critical thinking and clinical decision-making. [ABSTRACT FROM AUTHOR]

Problem Statement: This paper focuses on assessment in Irish education, which, despite best intentions, shepherds students through the process to an extent that the individual is prone to undervalue her/his ability to trust in the self as a rational, self-thinking individual. In Ireland's assessment system lies the paradox whereby from childhood the learner develops the habit of depending on 'authority' (teacher/examiner) to assess their work, with the expectation that the learner will graduate a self-reliant, achieving person. Purpose: This paper shows how a step away from the traditional form of assessment, beginning at elementary school, can help redress this incongruity. Self- and peer-assessment, in a study with 523 students and their teachers, is shown to be more congruent with developing skills, attitudes and behaviour necessary to help students graduate as self-reliant and self-directed individuals. Methods: These were from the post-positivist / phenomenological / interpretive family. The study used Action Research from the emancipatory paradigm. Concerned with experience, phenomenological analysis emerged from the interpretive paradigm. Throughout, the quantitative element added a positivist dimension which was a constant aspect, strengthening the research. In accordance with phenomenological philosophy, attention was paid to minority viewpoints, ensuring the study was inclusive and culturally sensitive. Results and Findings: A sociological phenomenon, learning applies to all, and any theory of learning must embrace all learners, in accordance with social justice. During self- and peer-assessment, students developed skills as critical, creative thinkers, effective communicators, collaborative team workers, becoming more personally productive and effective. Their selfawareness and self-reflection increased significantly. All of these aspects are essential components of self-direction. Conclusions and Recommendations: Self- and peer-assessment, a culturally responsive student-teacher partnership approach, serves all ages in any learning context. It is a step toward redressing the balance from dependence on the teacher/examiner to self-direction. Self- and peerassessment is a sustainable lifelong learning methodology and needs implementing urgently at all levels of the curriculum. This will lead to a reconstruction of boundaries as learners take more control of their assessment and learning. The focus is on 'self', learning control and selfdirection through the practice of assessing own and peer performance. Ultimately, this creative form of assessment influences, self, community and greater society. [ABSTRACT FROM AUTHOR]

Background: One current challenge for nurse educators is to examine effective nursing assessment tools which integrate nursing knowledge into practice. Authentic assessment allows nursing students to apply knowledge to real-life experiences. Contextualized cases have engaged students for preparation of diverse clinical situations and develop critical thinking skills. Aim: This study aimed to explore nursing students' experiences and learning outcomeswith the use of an authentic assessment rubric and a case approach. Methods: An exploratory qualitative approach using focus-group discussions and an open-ended survey was adopted. Sixteen nursing students participated in three focus-group discussions and 39 nursing students completed an open-ended survey. Results: Nursing students noted that an authentic assessment rubric with a case approach provided clarity for their learning goals; built confidence; developed knowledge, skill competencies and critical thinking skills; increased awareness of caring attributes and communication skills; and enriched and extended learning through self-, peer- and teacher-assessments. Conclusions: These findings provide rich insights for nurse educators and curriculum developers in the use of an authentic assessment rubric and a case approach in nursing education. [ABSTRACT FROM AUTHOR]

Background Poor teamwork is cited as one of the major root causes of adverse events in healthcare. Bullying, resulting in illness for staff, is an expression of poor teamwork skills. Despite this knowledge, poor teamwork persists in healthcare and teamwork skills are rarely the focus of teaching and assessment in undergraduate health courses. Aim To develop and implement an assessment tool for use in facilitating midwifery students' learning of teamwork skills. Methods This paper describes how the TeamUP rubric tool was developed. A review of the literature found no research reports on how to teach and assess health students' teamwork skills in standing teams. The literature, however, gives guidance about how university educators should evaluate individual students using peer assessment. The developmental processes of the rubric were grounded in the theoretical literature and feminist collaborative conversations. The rubric incorporates five domains of teamwork skills: Fostering a Team Climate; Project Planning; Facilitating Teams; Managing Conflict and Quality Individual Contribution. The process and outcomes of student and academic content validation are described. Conclusion The TeamUP rubric is useful for articulating, teaching and assessing teamwork skills for health professional students. The TeamUP rubric is a robust, theoretically grounded model that defines and details effective teamwork skills and related behaviours. If these skills are mastered, we predict that graduates will be more effective in teams. Our assumption is that graduates, empowered by having these skills, are more likely to manage conflict effectively and less likely to engage in bullying behaviours. [ABSTRACT FROM AUTHOR]

Abstract: The mainstream research on scoring rubrics has emphasized the summative aspect of assessment. In recent years, the use of rubrics for formative purposes has gained more attention. This research has, however, not been conclusive. The aim of this study is therefore to review the research on formative use of rubrics, in order to investigate if, and how, rubrics have an impact on student learning. In total, 21 studies about rubrics were analyzed through content analysis. Sample, subject/task, design, procedure, and findings, were compared among the different studies in relation to effects on student performance and selfregulation. Findings indicate that rubrics may have the potential to influence students learning positively, but also that there are several different ways for the use of rubrics to mediate improved performance and self-regulation. There are a number of factors identified that may moderate the effects of using rubrics formatively, as well as factors that need further investigation. [Copyright &y& Elsevier]

This study compares the reliable and validity among instructor assessment, student self-assessment and peer-assessment under the Web-based portfolio assessment environment. The research samples consist of 72 students who take "Computer Application" course of the second grade in some vocational high school. The students use the Web-based portfolio assessment system for creating their portfolio, emulating peers' portfolio, and performing self-assessment and peer-assessment. The teacher uses the system for reviewing and assessing students' learning performances. In regard to the difference among the three assessment approaches, there exists a significant difference among the three approaches. Instructor assessment is most rigorous, while peer-assessment is most slack. In regard to the correlation among the three assessment approaches, there exists a significant consistency between self-assessment and instructor assessment. There exist inconsistencies between self-assessment and peer-assessment as well as peer-assessment and instructor assessment. In regard to the correlation among the three assessment results and test score, there exist a high consistency between instructor assessment and test score. As well, there exist a high consistency between self-assessment and test score. However, the consistency between peer-assessment and test score is inadequate. [ABSTRACT FROM AUTHOR]

In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assessment engages students in the assessment process to improve both short- and long-term outcomes by requiring students to make sophisticated judgments about their own learning, and that of their peers. In this paper, we describe and critique three initiatives that experimented with future-learning oriented assessment within a faculty of education. These initiatives involved self- and peer-assessment in a mathematics education subject for first year pre-service teachers; peer assessment of individual contributions in a group project using a Wiki; and self- and peer-assessment to help students learn about leadership. Based on our experiences, we conclude with suggestions of how others might also use self- and peer-assessment to work towards better short- and long-term learning outcomes in higher education. [ABSTRACT FROM AUTHOR]

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

According to the rapid changes in our life styles and in order to cope with the new requirements for modern learning settings and activities, several applications have been developed to provide our modern society with these learning settings. E-assessment as a main part of e-learning has been affected by these new settings and new aspects such as peer assessment have become more and more important. In this paper, we will present a computer-assisted peer assessment system that can be used to improve the learning process. An overall architecture will be presented and an experiment has been conducted. First findings will be discussed and future work will be mentioned. [ABSTRACT FROM AUTHOR]

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: The paper describes the development of a course on Risk Assessment aiming to enhance awareness and comprehension of the procedures; it was also intended to make the subject attractive and enjoyable to the students. Extra care was undertaken to employ multimedia tools and videos during the teaching of the course. Additionally, the course is graded on a combination of section-by-section in-class exercises (80%) and a peer-assessed group project (20%). The course is an elective, taught in the fourth year of the Chemical Engineering curriculum at the Aristotle University of Thessaloniki. In this work, the syllabus of the course, the teaching tools and the grading procedure are explained in detail. Moreover, a summary of students’ feedback and comments (also provided) indicates that in many respects the aims have been achieved. [ABSTRACT FROM AUTHOR]