STUDENT ATTITUDES TOWARDS APPROACHES TO LEARNING AND ASSESSMENT

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Abstract
A sample or 99 first year undergraduates, comprising 63 males and 36 females, undertook a self and peer assessment. Student responses were recorded and analysed as like and dislike statements. Additionally, student responses to preferred teaching/learning approaches in general were recorded. Analysis reveals that preferences for student centred learning, characterised by a shift from lecturers as expert sources of knowledge to a facilitative role, exist In 72% of the sample. A majority would prefer to negotiate their own course work assignments (64%) with only a minority preferring to follow set assignments (28%) and a minority disliking choice in assignments (12%). Further results indicate that most students enjoy and see benefits in self and peer assessment (90%). Analysis reveals that benefits are seen in three main categories. These are (a) comparison of approaches, (b) comparison of standards, and (c) exchange of Information. Dislike responses fall into two categories and these are (a) criticism of friends, and (b) arbitrariness of marks. Only 2 students gave responses indicating that they neither liked nor saw benefits in self and peer assessment. These are (a) boring, and (b) difficult Overall, it is concluded that whereas peers tend to inflate friends’ marks, authors are realistic about the standard of their own work and mark appropriately when compared against a referee's (lecturer) judgement. Comments written on scripts about own performance tend to be insightful and constructively critical. A finding of the research is that when students are allowed the opportunity to negotiate how they learn and are assessed that opportunity Is readily taken up but an important constraint demanded by students is that guidelines are established first Only then are students supportive of self and peer assessment being extended into the curriculum.