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The authors have previously reported the effectiveness of using self and peer assessment to improve learning outcomes by providing opportunities to practise, assess and provide feedback on students'attribute development. Despite this work and the research of others, a significant number of students and, indeed, many academics focus on the free-rider deterrent capability of self and peer assessment, rather than its capacity to provide opportunities for developing judgement and facilitating reflection and feedback to complete the learning cycle. The advent of web-based tools such as SPARK PLUS allows the frequent and efficient implementation of self and peer assessment activities even in large classes. This article reports the results of an investigation into whether the regular use of self and peer assessment in different contexts promoted effective peer learning, increased engagement and encouraged students to learn.

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In this paper we present a method of shared control strategy for an intelligent wheelchair to assist a disable user in performing obstacle avoidance tasks. The system detects obstacles in front of the wheelchair using a laser range finder sensor. As the wheelchair moves the information from the laser range finder is combined with data from the encoders mounted in its driving wheels to build a 360 degrees real-time map. The accuracy of the map is improved by eliminating the systematic error that would result from both the uncertainty of effective wheelbase and unequal driving wheel diameters. The usable wheelchair accessible space is determined by including the actual wheelchair dimensions in producing the real-time map. In making a decision the shared control method considers the user's intentions via the head-movement interface, accessible space of the environment and user safety. The experiments show promising results in the intelligent wheelchair system.

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Purpose -As a way of focusing curriculum development and learning outcomes Universities have introduced graduate attributes which their students should develop during the course of their degree. Some of these attributes are discipline specific, others are generic to all professions. The development of these attributes can be promoted by the careful use of self and peer assessment. The authors have previously reported using the self and peer assessment software tool SPARK in various contexts to facilitate opportunities to practise, develop, assess and provide feedback on these attributes. This research and that of the other developers identified the need to extend the features of SPARK, to increase its flexibility and capacity to provide feedback. This paper reports the results of the initial trials to investigate the potential of these new features to improve learning outcomes.Design/methodology/approach -This paper reviews some of the key literature in regard to self and peer assessment, discusses the main aspects of the original online self and peer assessment tool SPARK and the new version SPARK PLUS , reports and analyses the results of a series of student surveys to investigate whether the new features and applications of the tool have improved the learning outcomes in a large multi-disciplinary Engineering Design subject.Findings -We found that using self and peer assessment in conjunction with collaborative peer learning activities increased the benefits to students and improved engagement. Furthermore we found that the new features available in SPARK PLUS facilitated efficient implementation of additional self and peer assessment processes (assessment of individual work and benchmarking exercises) and improved learning outcomes. The trials demonstrated the tool assisted in improving student's engagement with and learning from peer learning exercises, the collection and distribution of feedback and helping students to identify their individual strengths and weaknesses.Practical implications -SPARK PLUS facilitates the efficient management of self and peer assessment processes even in large classes allowing assessments to be run multiple times a semester without an excessive burden for the coordinating academic. While SPARK PLUS has enormous potential to provide significant benefits to both students and academics we caution that although a powerful tool, its successful use requires thoughtful and reflective application combined with good assessment design.Originality/value -We found that the new features available in SPARK PLUS efficiently facilitated the development of new self and peer assessment processes (assessment of individual work and benchmarking exercises) and improved learning outcomes.