Learning at Intercultural Intersections 2019

This case study recounts the inclusion of student peer assessment (SPA) in a language-focused arts course for first year international students. Drawing from critical literature on internationalizing higher education and/vs internationalism in higher education (Kreber, 2009), this presentation will discuss some of the rationale and processes of including SPA to support the course learning outcomes of developing both linguistic and intercultural fluency community (Ashenafi, 2017; Grajczonek, 2009; Thondhlana & Belluigi, 2017; van Gennip et al, 2009). I also explore how the positioning of students as an assessing audience to one anothers’ presentations serves to support larger curricular goals of legitimizing students’ participation in the university (Lave & Wenger, 1991), joining and supporting an inclusive community of novice scholars.