flex-e-bility

Tim Roberts provides a comprehensive examination of issues associated with self, peer and group assessment in e-learning environments. He concludes that 'It would seem that there are some compelling reasons for givingserous consideration to a far greater use of self, peer, and group assessment, especially within the modern world of e-learning. Any change tram tradition is always a risky business, of course, but sometimes the benefits are worth the risk' (14).

Nicol, D., & Milligan, C. (2006). Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice. In C. Bryan & K. Clegg (Eds.), INnovative assessment in higher education (pp. 64-77). London: Routledge.