PEER ASSESSMENT AND GROUP WORK AS VEHICLES FOR STUDENT EMPOWERMENT - A MODULE EVALUATION

This article reflects upon the introduction of two empowering styles o f teaching in a newly developed interdisciplinary module for students of geography and environmental sciences. Student reactions and evaluat ions are presented and contextualised. Attitudes to group work changed over the period of the module indicating some resolution of initial c oncerns and problems within the group; however resistances were in par t retained. Peer assessment, on the other hand, after detailed discuss ion of criteria and a justification for the method, was embraced more readily by students. The nature of student empowerment associated with the use of these methods is difficult to monitor and, indeed, the ben efits may be delayed.