Search results for: McMahon Tim
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Peer Feedback in an Undergraduate Programme: Using Action Research to Overcome Students' Reluctance to Criticise
Within an undergraduate programme, a four-year action research project implemented, evaluated and refined a regime of peer assessment focused on generating high-quality peer feedback. Changes in structure and process transformed a system that had initially been characterised by a reluctance to criticise fellow students into one that produced immediate, reflective and useful peer feedback. The two key factors in this transformation appear to be: making peer assessment openly and exclusively formative; and vesting ownership of all data generated by the process in the student being assessed.
Updated: Jun. 29, 2010
Assessing Action-Research Projects within Formal Academic Programmes: Using Elliott's Context-Related Criteria to Resolve the Rigour Versus Flexibility Dilemma
An action-research account of a successful improvement to practice presented for assessment within a taught MA in education was given a fail grade. The paper presents an extract from the original action-research account. The paper then presents the story of the assessment and notes how it exemplifies some of the key issues relating to the way action-research can and should be assessed within credentialed academic programmes. Finally, the paper suggests that Elliott's formulation of quality criteria can resolve the central dilemma of marking action-research reports within credentialed programmes of study.
Updated: Dec. 07, 2009