n South African Journal of Higher Education - Giving students greater responsibility for their own learning : portfolio assessment and peer-marking as tools for promoting self-directed learning in a second-year law course

Volume 19, Issue 3
  • ISSN : 1011-3487



This article describes and reflects upon two elements of the assessment scheme - portfolio assessment and peer-marking - which I adopted for a second-year law course at the University of KwaZulu-Natal in 2003 in order to promote self-directed learning. The article also presents students' perceptions of the scheme. An analysis of the findings indicates that most students designated themselves big gainers from this assessment scheme and in particular that it facilitated self-directed learning, or at the very least, some form of self-directed learning. The basic assumption underlying this article is that assessment strategies (such as portfolio assessment and peer-marking) in which students assume greater responsibility can play an important role in promoting self-directed learning.

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