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

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.