Social moderation among university students

Learning for oneself and learning together for democracy

Abstract

The text presents a study conducted in a first-year course in educational sciences at the University of Geneva. It focuses on a social moderation practice involving students in a context of continuous assessment for learning. The aim is to question the democratic experience potentially supported by this practice. After defining democracy in education according to Dewey's work, the stakes of social moderation are examined regarding socially shared regulation of their learning. Results are based on quantitative indicators and students' reflective writings. They show an overall positive view of the experienced social moderation. They expose how social regulation worked, combining judgments on several objects. Then, indices of democratic functioning are identified, particularly about peers' communication and debate processes and the values that underpin them. Some shortcomings are highlighted in the students' writings. More generally, this study aims to reflect on the stakes of democracy related to peer assessment in higher education.