There are many questions to answer about how we can make assessments more inclusive and participative for students and teachers. This is especially the case in the current remote teaching context, which has shaken our ways of doing things, teaching habits and attitudes. Most teachers and lecturers aim for a balance between making assessments inclusive and safe, fair and authentic, and valid and real. They also aim to ensure student participation and keeping students motivated during the transition from an on-campus teaching scenario to an online/distanced process. This paper describes a tool developed to facilitate students’ peer and self-assessment and complement traditional teacher-based approaches. We include a short example showing how this tool could be used, its features and adaptations for face-to-face and online teaching settings and how it benefits both students and teachers. A group of teachers at the Universitat Autònoma de Barcelona designed the tool, and students enrolled in Education Studies were participants in its testing.
|Title of host publication||Assessment and Feedback in a Post-Pandemic Era: A Time for Learning and Inclusion|
|Editors||Patrick Baughan, Jess Moody, Erica Morris|
|Place of Publication||London|
|Number of pages||9|
|Publication status||Published - 1 Jul 2021|