Learning about interface design through peer assessment

Purchase, H. (2000) Learning about interface design through peer assessment. Assessment and Evaluation in Higher Education, 25 4: 341-352. doi:10.1080/026029300449245

Author Purchase, H.
Title Learning about interface design through peer assessment
Journal name Assessment and Evaluation in Higher Education   Check publisher's open access policy
ISSN 0260-2938
Publication date 2000-01-01
Sub-type Article (original research)
DOI 10.1080/026029300449245
Open Access Status
Volume 25
Issue 4
Start page 341
End page 352
Total pages 12
Place of publication Abingdon, England
Publisher Carfax
Language eng
Subject C1
330109 Assessment and Evaluation
740301 Higher education
Abstract Peer assessment is recognised as a useful learning activity, not merely as a means by which assignments can be marked. In a design subject such as Human-computer Interaction, peer-assessment offers a unique opportunity for students to be exposed to a wide range of different designs in an environment that ensures that they reflect on these designs. However, it is important that the marking criteria are well specified and unambiguous. This paper reports on the use of peer-assessment as an effective learning activity for revealing the wide range of design issues and dimensions in interface design, where formal marking is based on clear, functional criteria. Subjective consideration of the interfaces is encouraged through a ranking system and the subsequent elicitation of interface design principles. The successful implementation of this scheme demonstrates its benefits both as a learning activity and as an opportunity for student reflection.
Q-Index Code C1
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Information Technology and Electrical Engineering Publications
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Citation counts: Scopus Citation Count Cited 33 times in Scopus Article | Citations
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Created: Tue, 10 Jun 2008, 20:57:14 EST