Research Proporsal on the Impact of Human Resource Management in the Retail Idustry a comprensive research proporsal based on the impact of human resource management within the retail industry: One of
Peer and Self-Assessment
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Peer and Self-Assessment
Peer and self assessment allows students to make an asessment of other students and themselves. From this assessment, the students get encoraged to take a greater responsibility for their learning. Howver, this is done under the help of strategic tools like effective peer assessment which helps them in the identification of their forthcoming learning steps. Typically, this requires the application of exemplers which clearly demonstrates what the students are learning in class. However, effective peer assessment also involves vivid criteria based on the manageable learning chunks (Ndoye, 2017). Viable opportunities which allows the students to indentify their success and their improvement fields along with individual student improvement are esentials required in self and team asessment.
In return, however, this motivates the students take learning as their sole learning responsibility. An example is when there is an encouragement of engagement with the institutional assessment criteria and a reflection of the individual performance of the students along with that of their peers. One of the top academic learning theories is the constructivism theory (Ndoye, 2017). According to this theory, every students should be able to construct the meaning of knowledge based on their understanding from the lectures and personal experiences.
The lecturers on the other hand are oblighed to induction of self motivation to their learners. The constructivism theory too emphasizes on the student centered learning where the students wil actively be involved in learning if they do it themselves. The provision of information that is rich in content to the students along with activities that are based on experience helps in enagging the students which in turn, facilitates their effective learning (Ndoye, 2017). Additionally, having a constructive alignment between the assessment tasks, activities, intended outcomes from the learning, and teaching stresses on the significance of constructivism.
Group projects are a very significant part of higher education and this makes the use of peer assessment of the learners’ contributions an integral part in motivating their performance. Peer and self asessment relies on importan ttools that help in making it a success, and these tools include auditing of the feedback process. For instance, tjis helps in regukating the feedback and responses between the peers to ensure that the instututional standards are well kept all through the student inetractions based on the course discussions and requirements (Torres-Guijarro & Bengoechea, 2017). In most cases, the students usually employ the expectancy theory approach along with an experiemental design withina fiels setting in the investigation of possible conditions influencing the motivation in the learning among the students.
For instance, tis helps in rating the peer contributions to all team-based projects. In most cases, the rating format and frequency intract and this influences the motivation in the students and their team perception. Through peer and self assessment, students ca potentially learn from their previous mistakes. However, this is seen where the students identify their fields of strengths and weaknesses. The students will then be able to learn to target their potential in learning accordingly. Getting the students to be more active using this strategy helps in changing the perception of learning as a paassive where the students are requires to sit bac and listen to the lecture for them to absorb the information (Torres-Guijarro & Bengoechea, 2017). However, the information helps them in regurgitating in a subsequent assignment. In the event that the students are participants rather than casual spectators in a learning session, they have a high likelihood to engage with their learning.
References
Ndoye, A. (2017). Peer/Self Assessment and Student Learning. International Journal of Teaching and Learning in Higher Education, 29(2), 255-269.
Torres-Guijarro, S., & Bengoechea, M. (2017). Gender differential in self-assessment: a fact neglected in higher education peer and self-assessment techniques. Higher Education Research & Development, 36(5), 1072-1084.