Universal Journal of Educational Research 5(5): 733-743, 2017 http://www.hrpub.

org
DOI: 10.13189/ujer.2017.050505

Teaching Intervention Strategies that Enhance

Learning in Higher Education
Robert P Machera

Department of Accounting and Finance, Faculty of Business and Accounting, Botho University, Botswana

Copyright©2017 by authors, all rights reserved. Authors agree that this article remains permanently open access under the
terms of the Creative Commons Attribution License 4.0 International License

Abstract [8] argues that self-assessment and 1. Introduction

peer-assessment are becoming popular and valuable to
students and lecturers as this approach prepares the students Higher Education is faced with challenges of limited
to be accountable and responsible. There are benefits that student self-learning and self-directing. The researcher
accrue to this intervention if it is properly administered and experimented on semester three students at Botho University
some of the benefits include self-directing, cooperation and who were taking Basic Costing as their module during the
collaboration among the learners. [6] agrees that July 2012 to December 2012 semester. The researcher
self-assessment and peer-assessment, assist students to be compared the students’ grades, tutor’s grades and the
competitive in the job market, as they are able to work with student’s own grades as a test to prove whether it was
less supervision in their future employment opportunities. inevitable to introduce self-and peer-assessment in the
The aim of this paper was to investigate whether higher classroom. Self-assessment is one of the effective
education should implement self-assessment and approaches where students assess their own test, assignments
peer-assessment as part of enhancing students’ opportunities or projects.
This approach was proved to be effective by “Paul Black
for access to employment. This study used a purposive
in his Paper” (1998) on “Assessment and Classroom
sampling method and a sample size (n) of 90 participants.
Learning, Assessment in Education.” Black‘s paper yielded
The data for this study was collected from three classes
positive results and this motivated the researcher of this
enrolled in the Association of Accounting Technician (AAT)
paper to carry out an intervention on ninety students who
Programme at Botho University in Botswana. At Botho
were in the AAT batches for semester three at Botho
University each class consists of 30 students and therefore
University. The results for the selected group was positive
three classes constitute a sample size of 90 participants. The
hence this same approach may be used to the rest of the AAT
participants were given questionnaires in order to response
students or future research should be conducted by other
on the effect of interventions that were administered by the
researchers in this field. The adult educator found out that the
researcher during class lessons. The main findings of this
students were motivated in assessing their work as well as
study reflected that there were benefits from proper and
willing to learn.
well-coordinated self-assessment and peer-assessment.
This phenomenon of self-and peer-assessment also helps
These benefits accrue from both lecturers, students,
the students in terms of acquisition of new skills that will
institutions of higher learning and potential employers. The
assist them when they are engaged on full time employment.
results have shown that they would be improvements in the
This approach demonstrated that the students will a learn
administration of self-assessment and peer-assessment.
variety of tasks and hence they become responsible and
Ultimately self-assessment and peer-assessment provide
accountable at an early stage. According to [7] acquiring a
effective and prompt feedback, which invariably impacted
new skill at an early stage helps a candidate to be competitive
positively to the quality of the teaching delivery. The
on the job market hence it was inevitable for this researcher
significance of self-assessment and peer-assessment to all to conduct this study. Self-and peer-assessment assist
educational stakeholders has prompted the author to conduct students as part of professional development and when they
this study. Furthermore, based on the results from the become accountants it would be easy for them to move from
participants it was recommended that self-assessment and the novice to an expert, since they would have been oriented
peer-assessment enhance learning in higher education hence at an early stage. Furthermore there are many benefits that
the need to implement these teaching intervention strategies. derive from the self-and peer-assessment which have been
Keywords Intervention Strategies, Self-assessment, explained in the subsequent sections.
Peer-assessment, Feedback, Enhance Learning,
1.1. Problem Statement
Self-directing and Collaboration
In the AAT department at Botho University faculty
734 Teaching Intervention Strategies that Enhance Learning in Higher Education

members are given three classes to teach and a class  What are the students’ reactions towards their
constitute of thirty students. It is imperative for these performance after implementing self-assessment and
students to write at least five mock examinations before they peer-assessment?
write the final assessment. These mock assessments act as  What are the benefits that accrue from well
formative feedback hence the need for prompt results. It is administered self-assessment and peer-assessment?
from this background that the author of this study was  What are the recommendations based on the
motivated to conduct this research. The self-and participants’ feelings towards implementation of
peer-assessment fosters debate among educators on the self-assessment and peer-assessment in higher
credibility of grades that are granted based on this concept education?
unless if it is carried out for formative assessment only. The
issue is that how much trust does the public give to a The next section focuses on the scope of the study.
qualification obtained through self-and peer-assessment.
Most educators agreed that it is imperative to encourage 1.5. Scope of the Study
self-and peer –assessment as formative feedback rather than
summative (final assessment), in order to get confidence This section focuses on the scope of this study. This study
from the society. is about the self-and peer-assessment in the AAT department
Furthermore, self-assessment and peer-assessment at Botho University. The research also investigates whether
improves the relationships between the teacher and student. self-and peer-assessment intervention prepares the students
This study focuses on the restoration of the relationship to be responsible and accountable when they are employed in
between the teacher and the student. [10] postulate that future. The next section explores the significance of this
self-assessment was important from a student’s perspective study.
as it enhances self-directed professionals to fit easily in the
real world. Therefore, this study will address and prove that 1.6. Significance of the Study
effective self-assessment and peer - assessment improves the
teacher and student’s relationship. Therefore the researcher This section focuses on the significance of this study. The
was motivated to conduct this study and to draw some need to equip our students with skills in various
conclusions about how this approach may assist the students, methodologies of assessment is critical to their effective
teachers, educational institutions and the employers at large. preparation for global employability. By and large all
The next section of this paper focuses on the purpose of the employers are bound to use some form of assessment in
study. measuring performance and utility of their employees to
their business operations. This study will hopefully shed
1.2. Purpose of the Study some light on the how we utilise current and recommended
assessment methodologies in the processes of enhancing
The main purpose of this paper is to identify approaches
global employability of our graduates.
that prepare the students for self-learning and self-directing
in the AAT department within Botho University. The subsequent section explores the literature review
pertaining to this study.
1.3. Objectives of the Study
The first objective is to find out whether self-assessment 2. Literature Review
and peer-assessment improves students’ performance.
The second objective of this study is to find out whether This section reviews theoretical and empirical literature
there are benefits that accrue from well administered self-and pertaining to self-assessment and peer-assessment,
peer-assessment. particularly in relation to lifelong learning. The next section
The third objective is to see whether self-assessment and explains the five stages of professional development.
peer-assessment may be implemented in higher education.
The next section focuses on the research questions that 2.1. Metaphors, Five Stages of Professional Development
will be answered in this study.
This section focuses on the five stages for professional
development, which helps students in the AAT department to
1.4. Research Questions identify their levels of entry into employment world. [3]
postulates that there are five stages of professional
The research questions for this study are as follows: development from novice to expert which were summarised
in Table 1 below.
 Universal Journal of Educational Research 5(5): 733-743, 2017 735

Table 1. The professional practice implications of the five levels of expertise (“Adapted from Daley, 1999; 2000; 2001; McDonald, 2001”)
Level of expertise Situational awareness General practice application Application
Junior clerks acquired a diploma in AAT. Draws on own
Little experience with real Rely on rule - oriented
Novice experiences as student for Botho University through the
situations behaviour to guide practice
self-and peer-assessment intervention.
Advanced Able to differentiate between Assistant accountant-experience in all fields of practice ,
Can cope with reality
Beginner situations but not considered an expert
Usually has three to five Can organize and plan Accountant competent in the preparation of financial
Competent
years of experience in activities and can cope with statements. Built up professional networks. Can supervise
professional
specific field of practice unpredictable situations. large projects.
Proficient Understands complex Progresses to a holistic sense Finance Manager, this is an established accountant and is
professional practice-related situations of the work respected in his or her field.
Financial Director, this is a professional in the field of
An involved performer, not
Transforms information into accounting and is usually considered an expert of the
just a detached observer
Expert practical knowledge, made subject matter. Respected for competence and expertise by
guided by clinical reasoning
meaningful by context colleagues, mentees, learners and others in the accounting
and professional judgement.
discipline.

The above levels assist the students in understanding the postulated by [4]:
levels they go through after leaving the training institutions.  Adult learners are autonomous and self-directed. That is
As the students will learn to be self-directed through self-and they need to be free to direct themselves. They need to
peer-assessment intervention they become responsible and be involved in the learning process and the educators
accountable to their work. serve as facilitators for them. Educators should allow
The next section focuses on Pedagogy and Andragogy participants to assume responsibility and accountability
principles. for presentation and group leadership.
 Adults have accumulated a foundation of experiences
2.2. Pedagogy and Andragogy Principles
from their work, home as well as previous education.
The two terms are often used side-by-side when They need to connect learning to this knowledge or
discussing education, training, and development. It is experience base. To help them do so educators should
therefore vital to get them clarified at the outset through an draw out participant’s knowledge and experience
explanation of these principles. “Andragogy” refers to the relevant to the subject matter.
art and science of helping adults to learn, while “Pedagogy”  Adults are relevancy-oriented. They must see a reason
is the art and science of teaching children. For centuries, for learning something. Learning has to be applicable to
educators had only one model-the pedagogical model. This is their working environment or other responsibilities of
one that most educators have experience with, as it has value to them. Therefore, the educator should identify
dominated the education field until recently. As a result, the objectives for them before the course or the
adults have generally been taught as if they were children. intervention begins.
The next section explains the characteristics of school  Adults are practical. They tend to focus more on the
children and adults. lesson that is most useful to them in their field of work.
They may not be interested in knowledge for its own
2.2.1. Characteristics of School Children and Adults sake, and as such instructors should explicitly tell them
The pedagogical model makes the following assumptions how the lesson or the intervention would be useful to
about school children. their job.
 The learner is mainly dependent on the teacher, and is  Adults need to be respected. Educators should
often submissive and carries out the teacher’s acknowledge the wealth of experiences that the learners
directions. bring to the classroom, and treat them as equals in
 The child’s experience is limited and depends on the experience and knowledge and allow them to voice
teacher’s experience and support in order to learn new their opinions freely in class.
knowledge.  Adults prefer to have some degree of control over their
 Learners become ready to learn what the teacher tells learning, and may need some degree of directness
them they must learn if they want to pass. depending on their maturity level. They tend to be
 Learners have a subject-centred orientation to learning voluntary and believe that education will be helpful.
and see learning as acquiring matter content.  Adults are people with bodies influenced by gravity.
 Children are motivated by external motivators; for Frequent breaks must be planned, even if they are
example the marks, the teacher’s approval or two-minute stretch breaks. During a lecture a short
disapproval and parental pressure. break after every 45 – 60 minutes is useful.
According to the andragogical model, the following are  Adults have pride; therefore they need to be supported
some of the characteristics of the adult learner that were as individuals. They will not ask questions or answer
736 Teaching Intervention Strategies that Enhance Learning in Higher Education

questions if they are afraid of being ridiculed. Treat all also need the opportunity to apply and try-out learning
comments with respect. quickly.
The educator should note that individual differences These were the implications of andragogy for adult
increase with age. Take into account differences in style, learning and the next section explores on the implications for
time, and pace of learning. Use auditory, visual, tactile and the educator.
participatory teaching methods. 2.2.4. Implications for the Educator
2.2.2. What is an adult? This section explores on the implications for an educator,
According to [4], “a person become adult psychologically which includes: self-concept, experience, readiness to learn
when they arrive at a self-concept of being responsible for and orientation towards learning.
own lives and of being self-directed”. The implications are a) Self-concept
that:
 The educators should be extremely careful and sensitive Educators recognize that learners are self-directing, and
to individual adults under their care. treat them accordingly. The educator is a learning reference,
 While it is the psychological definition that is most rather than a traditional instructor, and avoids talking down
crucial, the other definitions play an important part of to adult learners who are experienced decision-makers and
defining adulthood. self-starters. The educator should, instead, try to meet learner
 The educator should synchronise learning styles with needs.
methods of facilitating learning grounded in the b) Experience
definition of an adult.
 The pedagogical and andragogical assumptions are The educator should not reject the experience of the adult
complementary because there are circumstances where learner; therefore experience is viewed as foundational to all
pedagogical assumptions suit adults and vice versa. subsequent learning.
The following section focuses on the implications for c) Readiness to Learn
adult learning. Adult learners learn when they are assisted to identify gaps
2.2.3. Implications for Adult Learning in their knowledge. No questions are perceived as wrong,
and all questions are opportunities for learning.
This section focuses on the implications for adult learning
that comprises of: self-concept, experience, readiness to d) Orientation Towards Learning
learn, orientation towards learning. The primary emphasis in the course is on learners learning,
a) Self-concept rather than on teachers teaching. Involvement in problems to
be solved, case histories, and critical incidents generally
A climate of openness and respect is helpful in identifying offer greater learning opportunity for adults than talking to
what learners want and need to learn. Adults enjoy planning them in a lecture.
and carrying out their own learning exercises, and they also The literature pertaining to adult students has shown that
need to be involved in evaluating their own performance. the educator should motivate the learners to be self-directed
b) Experience hence the need to conduct this study as an intervention. This
intervention may assist Higher education institutions in
Less use is made of transmittal techniques for example employing self-and peer-assessment as a strategy which
lectures and more of experimental techniques such as prepares students to be responsible and accountable in their
role-play. A new discovery by learners on how to learn from future employment circles. It is important for the researcher
experience is a key to and essential for self-actualization. to understand the application of the principles of pedagogy
Mistakes are opportunities for learning. To reject adult and andragogy as they act as a vehicle in the implementation
experience is to reject the adult. of self-and peer-assessment in the classroom.
c) Readiness to Learn The next section explores the research design and
methodology for this study.
Adults need opportunities to identify the competency
requirements of their occupational and social roles. Adult
readiness to learn and teachable moments come to a peak at 3. Research Design and Methodology
those points where a learning opportunity is co-ordinated
with recognition of the need to know. Adults may also best This section focuses on the research design and
identify their own readiness to learn and teachable moments. methodology that was used in this study to collect and
analyse the data. The researcher used a survey research
d) Orientation Towards Learning design to investigate the impact of self-and peer-assessment
Adult learning needs to be problem-centred, and not in the AAT department at Botho University in Botswana.
theoretically oriented. Formal course development is less The main purpose of this study was to determine whether
valuable than finding out what learners need to learn. Adults self-and peer-assessment prepares the students to be
 Universal Journal of Educational Research 5(5): 733-743, 2017 737

self-directed and enhance competitiveness in the perceived as motivated; students would appreciate the role
employment market. In the context where students are they play in setting out a criteria for standardisation; the
self-directed there will be a competitive edge in the job involvement and engagement of students in devising the
market. assessment criteria would be an effective way of developing
The data for this study was collected form the three classes their understanding of the criteria and contributed to their
for AAT semester three with a population of 90 students. favourable attitudes towards the use of self-assessment and
The next section explores on the training that was given to peer-assessment; self-assessment and peer-assessment
the participants of this intervention. assists students in problem solving and decision making;
self-assessment and peer-assessment will enhance team
3.1. Training of Participants on the Intervention building and cooperation among the teams and it will be very
The targeted control group required training before the easy for the teachers to coordinate their classes as good spirit
implementation of the self-and peer-assessment intervention. and cooperation will have been enhanced in the classes.
The training and implementation took place on the following Furthermore, the self-assessment and peer assessment
days; Tuesdays, Wednesdays and Thursdays in Swaneng improves the teacher and student’s relationship.
room number 12 in Botho University. A detailed timetable The implementation of this approach would be based on
for this experiment was given to the concerned students. the outcome from the quick survey through a questionnaire,
According to [2] whenever there is a change, the majority of which the researcher gave to his classes asking the students
the people may resist because of psychological reasons such whether they support self-assessment and peer-assessment.
as: fear of the unknown and a natural resistance inherently in The questionnaire was completed by the students after
human beings, therefore there was a need conduct a quick training on the benefits of self-assessment and
survey using a questionnaire, to investigate whether the peer-assessment. The researcher proceeded with the
students accept or reject the implementation of implementation after more than 50% of majority of the
self-assessment and peer-assessment. The implementation students accepted the self-and peer-assessment approach. A
process of this intervention was explained in section 3.2 of brief summary of the training to the three classes was
this study. explained in section 3.3 of this study.

3.2. Procedures for the Implementation of 3.3. Training on the Benefits for Self-assessment and
Self-assessment and Peer-assessment to three Classes Peer-assessment
at Botho University
Training of the students was vital to this intervention
The researcher a teacher for AAT Basic Costing was because the success of this experiment depended on the
challenged to prepare students to be accountable and students’ competency to carry out this task. Furthermore,
responsible through self-assessment and peer-assessment. training and support in the developing of the skills necessary
Therefore there was a need for the AAT students to write six for accurate grading appears to pay off. Training of
mock assessments before final examination because this was
participants yielded better results from the exercise and
part of their deep learning. The author of this paper was
foster confidence to the students. Training is a systematic
convinced that at least 85% of the students may obtain
process of developing the knowledge, skills and attitude
competency results if they work on all the six practice
required by an individual to perform adequately a given task
assessments. The challenge to the researcher was to train the
or job [7]. The students’ behaviour changed after this
students to self-assess and peer assess their own work in
order to get prompt feedback. The only panacea to the effective training. The researcher was convinced that the
researcher’s problem was the implementation of students understood the importance of the self-assessment
self-assessment and peer-assessment in to his classes. The and peer-assessment hence a quick survey was conducted as
researcher used the three classes as the control group for the explained in section 3.4 of this study.
other AAT classes, therefore if this implementation proved
to be successful; it would then be extended to other classes. 3.4. Administration of the Quick Survey
Furthermore, this intervention was very important to the
The researcher gave the students a questionnaire with
AAT department because if positive results would be yielded
instructions on how to complete it and it took them
this same approach may be implemented across the AAT
department. [9] pointed out that there are various benefits approximately half an hour to complete. The students were
which accrues to a proper implementation of self-assessment told not to complete their names on the questionnaire. The
and peer-assessment and some of these benefits include; importance of the questionnaire was explained during the
students would learn from themselves and others; peer training sessions and all the questionnaires were completed.
assessment may, in some ways assess the students’ The questionnaires were given to the ninety students who
performance more effectively and objectively; the individual were in the researcher‘s classes.
student will work very hard in order to cope with the team; The results from a quick survey were analysed in section 4
the individual student contribute to the group work and is of this study.
738 Teaching Intervention Strategies that Enhance Learning in Higher Education

4. Analysis of the Results from the Quick Survey

4.1. Outcome from the Quick Survey

The students supported the idea of self-assessment and peer-grade; the results of the quick survey are shown on table 2
below:
Table 2. Results of the quick survey
Strongly Strongly Total
no. Question Agree Disagree
agree Disagree Students
1 Self-assessment and peer-assessment is a vehicle for formative feedback 65 21 4 0 90
Self-assessment and peer-assessment prepares students to be
2 66 24 0 0 90
accountable and responsible
3 Self-assessment change students’ behaviour and attitudes 22 66 0 2 90
Self-assessment and peer-assessment enhances students’ learning and
4 77 13 0 0 90
stimulates motivation
Self-assessment and peer-assessment foster the students’ performance
5 0 88 2 0 90
and participation
Total

The responses were very good where the overall percentage of the students strongly agreed and agreed that there were
benefits in the self-and peer-assessment intervention. This reflected that the students understood the benefits of self-and
peer-assessments. The results were also interpreted in graphs below:

Graph 1.1. Self-assessment and peer-assessment is a vehicle for formative feedback

The results above reflect that 96 % of the respondents agreed that self-and peer-assessment provides as a vehicle for
prompt and formative feedback.
 Universal Journal of Educational Research 5(5): 733-743, 2017 739

Graph 1.2. Self-assessment and peer-assessment prepares students to be accountable and responsible

The results above indicated that 100% of the respondents agreed that self-and peer-assessment prepares students to be
accountable and responsible.

Graph 1.3. Self-assessment change students’ behaviour and attitudes

The above graph reflected that 98% of the respondents agreed that self-and peer-assessment change the students’
behaviour and attitudes. The 2% represented the students who were biased towards the intervention and they were students
with negative attitude towards this intervention.
740 Teaching Intervention Strategies that Enhance Learning in Higher Education

Graph 1.4. Self-assessment and peer-assessment enhances students’ learning and stimulates motivation

The above graph reflects that 100% of the respondents agreed that self-and peer-assessment enhances students’ learning
and stimulates motivation. This study also proved that motivated students are self-directing and they cooperate by adhering to
instructions and set standards. However, this concept of self-directing will assist students when they are employed as they are
expected to work with minimum supervision.

Graph 1.5. Self-assessment and peer-assessment foster the students’ performance and participation
 Universal Journal of Educational Research 5(5): 733-743, 2017 741

The results above shows that 98% of the respondents the self-assessment and peer-assessment principles. The
agreed that self-and peer-assessment foster the students’ researcher used the first practice assessment in the AAT
performance and participation. Therefore it is important for Basic costing as dummy assessments for both
students to peer-review other students’ work because the rate self-assessment and peer-assessment. A dummy sample of
of performance will be enhanced. the assessment was used for standardisation. The researcher
Finally the above results indicated that the majority (96%) was very happy with the students’ performance during the
of the students agreed with the concept of self-assessment standardisation and this lead to the implementation stage on
and peer-assessment except for a 4% of the students who section 5.2 of the study.
disagreed to the idea. The results were very favourable and
the researcher proceeded with the intervention. It was very 5.2. Implementation Stage
inevitable for the researcher to plan for the intervention and
this was explained in section 5 of this study. The implementation of self-assessment and
peer-assessment was launched after achieving a deviation on
the standardization of marks equal to 3 ≥ -3. The researcher
5. Planning for the Intervention gave the students practice assessment 2 to write as a test. The
students were given practice assessment 2 to write in class
The results from the quick survey were positive and shown and the answer scripts were collected for self-assessment.
that the researcher should proceed with the intervention. In The students marked their own work and the process took
order for the researcher to progress and succeed in this one-hour thirty minutes. The students’ own grading was
intervention it was imperative to plan how to carry out the recorded. The teacher (researcher) marked the same papers
experiment. A detailed plan was drawn out which included a and it took him three days to complete the assessment and
workshop on how to standardize a practice assessment. The recording of grades. The students and the teacher‘s grades
next section explains how to conduct a standardisation on were recorded in section 5.3 of this study.
AAT Basic Costing practice assessment.
5.3. Results on Self-assessment
5.1. Workshop on Standardisation of Practice
Assessments The results for the students’ self-assessment and the
teacher’s results from practice assessments 2 for AAT Basic
The researcher conducted a workshop on how to
Costing are shown on table 3 below:
standardize an AAT Basic Costing practice assessment using

Table 3. Comparisons of results for students’ self-assessment and my assessments (teacher’s grades with one of the classes)
Teacher’s
Range % Student-Self-Assessment Variance Outcome
Assessment
Grading (F) (F)
0 ≤ 69 2 3 -1 NYC
70 – 79 12 13 -1 C
80 – 89 9 9 0 C
90 – 99 7 5 2 C
100 0 0 0 C
Total 30 30
Key:
Competent = C
Not yet competent = NYC
Frequency = F
742 Teaching Intervention Strategies that Enhance Learning in Higher Education

The results reflected a low variance between the teachers’ 6. Summary

assessment and students’ self-assessment. The differences
were in the range between 0 to 69 %, 70 to 79 % and 90 to This intervention has proved that there are many benefits
99%. The variances in the analysis above have shown a associated with self-assessment and peer-assessment to the
positive relationship between the teacher’s marking and the students, teachers and the institution at large. The
students’ self-assessment. The teacher’s results were almost intervention also fosters continuous and quality
similar to the results in [8]’s paper which indicated a very improvement in the teaching field. Therefore the researcher
small margin on the variances. Therefore, this intervention recommended this intervention to the AAT department.
supports the idea that the students should assess their own
performance.

5.4. Results for Peer-assessment

7. Evaluation of the Study
The students were given practice assessment six and asked This study focused on the areas that are included in the
to peer-review each other’s work. The results for teaching, learning and assessment. The areas covered were,
peer-assessment are shown in table 4 below. assessments, formative feedback and directed learning. The
The results above indicated that the students’ students were expected to learn by doing and hence this
peer-assessment and the teacher’s marking were close to influenced directed learning. The students received prompt
each other and there were low variances which are formative feedback and this assisted them in understanding
statistically acceptable. The variances were from the students taught concepts. The students quickly reflected on their
who were biased towards high performers and awarded them learning and changed their ideas after seeing other students’
with low marks. The process also experienced that the high work. The students worked on their assessments and learned
performers also awarded high marks to low performers; this from other pupils’ ideas and made adjustments to their work.
same problem was experienced in [8]. A cure to this problem This is perceived as self-directed learning. The intervention
was to rigorously train the students in order to reduce the encouraged students to adapt a concept of deep learning
level of biasness. because assessing requires deep understanding of the subject
Feedback from Students matter. Lastly this study influenced the researcher to explore
in future a research on whether to accept the credibility of
The majority of the students enjoyed the intervention on
grades on final results based on self-and peer-assessments.
self-assessment and peer-assessment, except for few who
were not supporting the idea. The students gave positive
verbal and written feedback; and they were willing to
continue with the self-assessment and peer-assessment in 8. Recommendations
future. Based on the results from the participants it was
The Researcher’s Feedback to Students recommended that self-assessment and peer-assessment
enhance learning in higher education hence the need to
The researcher organized a short briefing in order to
implement these teaching intervention strategies. This
appreciate the students’ work. The researcher also
study’s recommendations are limited to formative
appreciated their cooperation and participation which made
assessments. However, the researcher challenges other
this event a success. The researcher motivated his students to
encourage other classes in accepting this idea of introducing researchers to consider future studies for self-assessment and
self-assessment and peer-assessment. peer-assessment focusing on summative assessments.

Table 4. Comparisons of students’ peer-assessment results and teacher’s grades

Teacher’s
Range % Student-peer-Assessment Variance Outcome
Assessment
Grading (F) (F)
0 ≤ 69 2 3 -1 NYC
70 – 79 15 16 -1 C
80 – 89 12 10 2 C
90 – 99 1 1 0 C
100 0 0 0 C
Total 30 30
Key:
Competent = C
Not yet competent = NYC
Frequency = F
 Universal Journal of Educational Research 5(5): 733-743, 2017 743

9. Conclusions [3] Daley, J. B. (1999). Novice to Expert: An Exploration of

how professional learn. Adult education quarterly. 49:4,
This intervention assisted AAT department at Botho Summer.
University as it was implemented properly across the [4] Knowles, M. (1990).The Adult learner: A neglected species.
Faculty of Accounting and Finance. Therefore, there are Houston: Gulf.
many positive benefits that accrue from implementing a [5] Ford Slack, P.J. (1995). The Constructivist leader. New York:
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