Abstract
The purpose of this paper is twofold: on the one hand, it presents a yearlong study (2016-2017) that reports on the design and implementation of a module assessment through a peer review process(BOSTOCK, 2000;TOPPING 2000; FALCHIKOV, 2005) Using Turnitin, which is a commercial, Internet-Based Plagiarism-Detection Service. The peer review aims to help the students to understand the marking criteria and standards, which are focused on the development of research skills and encourage them to take control of their learning. The peer reviewprocesses representthe formative feedback that students give to each other to enable them to achieve the required standard that their work must ultimately reach prior to its final submission. On the other hand, the paper also highlights the professional development issues that emerged as a consequence of adopting the principled framework of Exploratory Practice (EP) (ALLWRIGHT, 2003, 2005; GIEVE M ALLWRIGHT &HANKS, 2009), which Allowed the teacher and the students to work for a better quality of life,as they enhanced theirunderstandings of what they were trying to achieve together in the classroom. A number of benefits have been identified as a result of this investigation. The students gained a better grasp of the literature review process, heightened their motivation to learn about the topics that they need to investigate,engaged more deeply students’ engagement during lectures, and developed a sense of ownership of their learning. The teacherherself voices her reflection about the perceivedbenefitsgained from working collaboratively with students and with experts in related fields and finds that the process has generated insightsthat have transformedher teaching in various ways.
Highlights
There has been an emphasis on student centred learning in higher education, which essentially encourages students to take responsibility for their learning and personal involvement in classroom activities as opposed to the teacher’s control over and transmission of academic content as is found in conventional teaching (BREEN & LITTLEJOHN 2001; TRIGWELL, PROSSER & WATERHOUSE, 1999)
The learners that were engaged in the peer review process had to work towards producing a paper in English bearing in mind the standards they had to reach before submitting the final version of their research
Assessment One, which consists of an individual research report, and Assessment Two, which consists of a group project report
Summary
There has been an emphasis on student centred learning in higher education, which essentially encourages students to take responsibility for their learning and personal involvement in classroom activities as opposed to the teacher’s control over and transmission of academic content as is found in conventional teaching (BREEN & LITTLEJOHN 2001; TRIGWELL, PROSSER & WATERHOUSE, 1999). The development of this study helped Anabel Gutierrez, the teacher, to develop a better understanding of handling the “Emerging Technologies for Business” module that is taken by the second year students on the BA International Business (HONS) programme This module runs every term over 12 weeks with 3 hours contact each week in a UK University in London. This study is concerned with the assessment strategy that is related to the individual research report (Assignment One) for which students are required to conduct an in-depth research on key ICT technologies studied in class such as cloud computing, blockchain, big data analytics, social media and the Internet of Things Students must propose their own research question or address a specific research question suggested by Anabel whose classroom is the object of inquiry. Some of Anabel’s questions are illustrated below: 59 DOSSIÊ-N. 35 – 2018.1 – ANABEL GUTIERREZ
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