Peer Assessment: A Paradigm Shift in Case Pedagogy or an Abrogation of Lecturer Responsibility?

Stevenson, David; Gallagher, Jim

Abstract

The use of case studies as a pedagogic tool is fraught with challenges, not the least of which is engaging students in the ownership of the experiential base where instead of being passive recipients of knowledge they become active participants. Essentially we attempted to overcome the inherent weaknesses of group work - limited student participation, limited student co-operation, attendance, mark allocation, effort, planning and work load scheduling. The model is interactive driven by a number of platforms that allow lecturers to fully adapt it to their own requirements. Results from this pilot usage have been encouraging and show how peer assessment can enhance the experiential base of case analysis and its teaching platform

Citation

Stevenson, D., & Gallagher, J. (2007, July). Peer Assessment: A Paradigm Shift in Case Pedagogy or an Abrogation of Lecturer Responsibility?. Presented at World Association for Case Research Methods and Applications, Guadalajara, Mexico

• Presentation Conference Type: Conference Paper (published)
• Conference Name: World Association for Case Research Methods and Applications
• Start Date: Jul 1, 2007
• End Date: Jul 4, 2007
• Acceptance Date: Apr 2, 2007
• Publication Date: Jul 1, 2007
• Deposit Date: Jun 18, 2018
• Publicly Available Date: Jun 18, 2018
• Journal: International journal of case method research & application
• Print ISSN: 1554-7752
• Electronic ISSN: 1554-7752
• Publisher: World Association for Case Method Research & Application
• Peer Reviewed: Peer Reviewed
• Volume: 19
• Issue: 4
• Pages: 330 - 341
• Keywords: Peer assessment, group work, case study, experiential learning, deep learning, student engagement, student empowerment
• Public URL: http://researchrepository.napier.ac.uk/Output/1218475
• Contract Date: Jun 18, 2018