How can assessment practices be used to assist and improve the learning process? Self, Peer and Group Assessment in E-Learning attempts to answer this question by bringing together 13 contributions from prominent researchers and practitioners actively involved in all aspects of self, peer and group assessment in an online or e-learning environment. It describes the principal characteristics of self, peer and group assessment, and presents guidelines for effective implementation, highlighting both benefits and problems. It also provides examples in a variety of subject areas from secondary school students in different countries, large undergraduate classes, and Master's level courses. The primary aim of Self, Peer and Group Assessment in E-Learning is to encourage the development of higher-quality learning and assessment practices, ones in which the learners themselves assume a greater responsibility for, and play a more active role in, their own learning.

About the Author

Tim S Roberts is a Senior Lecturer with the Faculty of Informatics and Communication at the Bundaberg campus of Central Queensland University. He has taught a variety computer science subjects, including courses to over 1000 students located throughout Australia and overseas, many of them studying entirely online. His own educational background includes an Honours Degree from University College London, a Postgraduate Diploma (with Distinction) from the W.A.C.A.E. in Perth, and a Masters Degree from Edith Cowan University. In 2001 together with others he developed the Online Collaborative Learning in Higher Education web site, and in 2003 the Assessment in Higher Education web site. He has previously edited two books, Online Collaborative Learning: Theory and Practice (Information Science Publishing, 2003) and Computer-Supported Collaborative Learning in Higher Education (Idea Group Publishing, 2004), and has published over 20 articles on various aspects of online, flexible, and collaborative learning. Email: t.roberts@cqu.edu.au

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