Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience

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Authentic assessment in business education: its effects on student satisfaction and promoting behaviour (2018, background): “…2004; Scouller and Prosser 1994), science (Scouller and Prosser 1994), law (Martens, Bastiaens, and Kirschner 2007), and education (Birgin 2011; Kearney 2013; Klenowski 2000; Lam 2015), but few studies have examined the issue of authentic assessments, particularly from the student perspective,…”
Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback (2018, background): “(6) Students want immediate feedback (Kearney 2013): peer feedback was made immediately available after the peer-assessment period (1 week); students had one week to review and resubmit their own assignment.”
Student retention and engagement in higher education (2020, background): “…and, again, as with student retention – there is a growing literature on how to improve student engagement (e.g. Farr-Wharton et al. 2018; Holmes 2018; Kearney 2013; Nelson et al. 2012; Umbach and Wawrzynski 2005; Xerri, Radford, and Shacklock 2018; Zhao and Kuh 2004), largely through better…”