The use of self, peer and teacher assessment as a feedback system in a learning environment aimed at fostering skills of cooperation in an entrepreneurial context
Education is criticized for producing inert knowledge and for paying too little attention to skills such as cooperating and problem solving. Powerful learning environments have the potential to overcome these educational shortcomings. The goal of this research was to find out ways in which a learning enterprise can best be supported (coached) in order to constitute a powerful learning environment aimed at teaching certain cooperative skills in a business context. This learning enterprise constitutes an entrepreneurial context in which students in secondary or higher education are working together to conceptualize and eventually commercialize a product. In this research, the impact of different ways of supporting a learning enterprise will be compared. These ways are based on existing guiding principles for the design of powerful learning environments and on a further elaboration of these principles in what is conceptualized as an equilibrium model. In this model, the balances that are needed between motivating students, activating them towards self-regulated learning, coaching, structuring and steering the learning processes have been elaborated. Based on this model a differentiation between a student-controlled, a teacher-con- trolled and a coached approach, as an equilibrated way between the various approaches to coaching a learning enterprise, has been worked out. We hypothesize that the coached approach will give the best learning results in relation to cooperative skills. A combination of self, peer and teacher assessment of these skills, and an adequate feedback-strategy based on these assessments, should be an important part of approaches used. These approaches were put into practice in a design experiment, and the impact was compared by means of a pre-test/post-test design.
Source (journal)
Assessment and evaluation in higher education. - Bath
Bath : 2004
29:2(2004), p. 177-201
Full text (Publisher's DOI)
Full text (publisher's version - intranet only)
Publication type
Publications with a UAntwerp address
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Creation 27.06.2013
Last edited 02.10.2015
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