'I didn't expect to get so much out of it myself': student perspectives on the relationship between peer mentoring and self assessment

Sambell, Kay and Beven, Peter (2010) 'I didn't expect to get so much out of it myself': student perspectives on the relationship between peer mentoring and self assessment. In: Students supporting students. SEDA Special (26). Staff and Educational Development Association (SEDA), London, pp. 15-18. ISBN 978-1902455480

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Abstract

This paper presents case study research into the student experience of becoming a mentor on an undergeaduate Joint Honours programme at Northumbria University. The teaching team who devised the scheme primarily sought to offer peer mentors a realistic but relatively informal learning opportunity which embodied high levels of authenticity in relation to the discipline being studied. Our research into mentors' views of supporting other students, however, illuminated an interesting and important 'side-effect' of mentoring. The ways in which students talked about the experience of becoming a mentor evidenced many of the features of self-assessment, in the sense of developing evaluative expertise (Sadler, 1989) and the kinds of skills and dispositions required for effective lifelong learning (Falchicov, 2005). Our paper considers the ways in which the act of students supporting students prompted active engagement in te process of self-monitoring and the capacity to judge one's own work.

Item Type: Book Section
Subjects: X900 Others in Education
Department: Faculties > Health and Life Sciences > School of Health, Community and Education Studies > Education and Lifelong Learning
Related URLs:
Depositing User: EPrint Services
Date Deposited: 26 Mar 2010 14:18
Last Modified: 10 Aug 2015 11:40
URI: http://nrl.northumbria.ac.uk/id/eprint/3163

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