Flipped Learning With Peer Reviews in the Introductory CS Course

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Author(s): Pia Niemelä (Tampere University, Finland), Aulikki Hyrskykari (Tampere University, Finland), Timo Poranen (Tampere University, Finland), Heikki Hyyrö (Tampere University, Finland)and Juhani Linna (Tampere University, Finland)
Copyright: 2020
Pages: 24
Source title: Assessment, Testing, and Measurement Strategies in Global Higher Education
Source Author(s)/Editor(s): Elena Aurel Railean (American University of Moldova, Moldova)
DOI: 10.4018/978-1-7998-2314-8.ch003

Keywords: Education / Higher Education / Information Science Reference / Learning Assessment and Measurement

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Abstract

Today, university pedagogues in Finland are keen on applying flipped learning techniques to improve education and learning outcomes. In accordance, assessment moves to a more formative and flipped direction as well. Flipped learning implies assessment to be continuous, yet controversially, resources in education are decreasing. The dilemma can be partly solved by increasing self-, peer-, and automatic assessment, and in addition, the exploitation of learning analytics. Tampere University has addressed these pedagogical demands and challenges in computer science courses by developing a learning management system called WETO. This supports flipped learning techniques in a resource-wise way by enhancing assessment with new peer-review options, self reflection, and negotiations. This chapter highlights the proven and functional practices of formative assessment based on an introductory computer science course supported by WETO. It discusses further development needs and opportunities of learning management systems from this viewpoint.

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