<XML><RECORDS><RECORD><REFERENCE_TYPE>3</REFERENCE_TYPE><REFNUM>6446</REFNUM><AUTHORS><AUTHOR>Purchase,H.C.</AUTHOR></AUTHORS><YEAR>2000</YEAR><TITLE>Peer Assessment: Encouraging Reflection on Interface Design</TITLE><PLACE_PUBLISHED>Proceedings of Australasian Computer Science Conference, IEEE</PLACE_PUBLISHED><PUBLISHER>N/A</PUBLISHER><LABEL>Purchase:2000:6446</LABEL><ABSTRACT>Peer assessment is recognised as a useful learning activity, not merely as a means by which assignments can be marked. In a design subject such as Human- Computer Interaction, peer-assessment o ers a unique opportunity for students to be exposed to a wide range of di erent designs in an environment that ensures that they re ect on these designs. However, it is impor- tant that the marking criteria are well speci ed and unambiguous. This paper reports on the use of peer- assessment as an appropriate learning activity for re- vealing the wide range of design issues and dimensions in interface design, where formal marking is based on clear, functional criteria. Subjective consideration of the interfaces is encouraged through a ranking system and the subsequent elicitation of interface design prin- ciples. The successful implementation and acceptance of this scheme demonstrates its bene ts both as a learn- ing activity and as an opportunity for student reflection.</ABSTRACT></RECORD></RECORDS></XML>