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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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