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Who Wants to Be a Millionaire?: A Case Study of the Influence of Voting Technologies on Undergraduate Learners' Confidence in Self- and Peer-Assessment

McDowell, James (2015) Who Wants to Be a Millionaire?: A Case Study of the Influence of Voting Technologies on Undergraduate Learners' Confidence in Self- and Peer-Assessment. In: Inspire Conference 2015, 14 January 2015, School of Education and Professional Development, University of Huddersfield, UK.

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Abstract

This paper discusses the deployment and impact of a technology-enhanced learning intervention designed to improve confidence in self- and peer-assessment through the use of voting technology. An experimental teaching session included phases of familiarisation, assessment, comparison and evaluation with thirty undergraduate students. Participants assessed four project report scripts against published marking criteria in both individual and group scenarios, subsequently comparing their assessments with the final moderated marks. The findings suggest that the exercise contributed to an improvement in students’ confidence in self- and peer-assessment improved, while indicating enthusiasm for voting technology in learning activities.

Item Type: Conference or Workshop Item (Paper)
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Schools: School of Computing and Engineering > Pedagogical Research Group
School of Computing and Engineering
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Depositing User: James Mcdowell
Date Deposited: 28 Apr 2015 13:10
Last Modified: 02 Dec 2016 08:04
URI: http://eprints.hud.ac.uk/id/eprint/24207

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