Unequal Partnerships in Higher Education: Pedagogic Innovations in an Electronics within Physics Degree Course
This cross-European research partnership reports on supporting pro-active learning and teaching. The two-part project firstly explored student beliefs about electronics within a physics degree and secondly, the use of peer assessment of a Mathematica notebook to develop understandings of standards and quality. Student beliefs were explored because of the negative perceptions tutors thought students brought to the Engineering course within the Physics degree. The results showed that tutors’ fears were unfounded and that the students were highly motivated. Secondly, through peer assessment of a notebook, students developed critical understandings of standards and quality. Generally, students valued the content support and appreciated both the work of their peer and how this helped their own understanding.
Berry, R. & Adamson, B. (2011). (Eds.), Assessment reform in education: policy and practice. Dordrecht: Springer.
Dysthe, O. (2008). The challenges of assessment in a new learning culture. In A. Havnes, & McDowell, L. (Eds.), Balancing Dilemmas in Assessment and Learning in Contemporary Education (pp. 213-224) New York/London: Routledge.
Hager, P. & Hodkinson, P. (2009) Moving beyond the metaphor of transfer of learning, British Educational Research Journal, 35(4), 619-638.
James, M. (2006). Assessment, Teaching and Theories of Learning. In J. Gardner (Ed.), Assessment and learning (pp. 47-60) London: Sage.
Haggis, T. (2009): What have we been thinking of? A critical overview of 40 years of student learning research in higher education, Studies in Higher Education, 34(4), 377-390.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Havnes, A. & McDowell, L. (Eds.), (2008) Balancing Dilemmas in Assessment and Learning in Contemporary Education New York/London: Routledge
Prosser, M & Trigwell, K (1999). Understanding learning and teaching: the experience in higher education Open University Press: Buckingham. Society for Research into Higher Education.
McArthur and Huxham (2013). Feedback unbound: from master to usher. In S. Merry, Price, M., Carless, D., Anon, M. (Eds.), (2013). Reconceptualising Feedback in Higher Education: Developing dialogue with students (pp. 92-102).London and New York: Routledge.
Nicol, D.J. and MacFarlane-Dick, D. (2005). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Rust, C., O’Donovan, B. & Price, M. (2005) A social constructivist assessment process model: how the research literature shows us this could be best practice, Assessment and Evaluation in Higher Education 30(3), 231-240.
Tan, K. H. K. (2009) Meanings and practices of power in academics’ conceptions of student
self-assessment. Teaching in Higher Education. 14(4), 361-373.
Taylor, Carol & Robinson, Carol (2009). Student voice: theorising power and participation, Pedagogy, Culture & Society, 17(2), 161-175.
How to Cite
The opinions and contents of the manuscript published in REMIE are under exclusive responsibility of the author(s). Therefore, authors are responsible for obtaining copyright permission for reproducing the material published in other publications".
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.