Incorporating Peer assessment in Students’ Academic Learning: Students and Lecturers’ Views
Keywords:
Academic Learning, Peer Assessment, Peer LearningAbstract
This qualitative study explores the experiences of students and lecturers on the impact of incorporating peer assessment in students’ academic learning, grounded on the premise of the cooperative learning theory which supports that student learning takes place in social settings where ideas are shared. A convenient sampling technique was employed to select the study population. Eight student participants and two lecturer participants were purposively selected to take part in the study. Data was collected through focus group interviews and analysed thematically. The findings revealed that peer assessment may enhance learning and teaching through collaborative learning however, it may also discourage peer learning through ineffective practices of the peer review process. The study recommends educators to create awareness to students on the importance of peer assessment that it is not a competitive activity.
References
Adachi, C., Tai, J.H.-M., & Dawson, P. (2018). Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education. Assessment & Evaluation in Higher Education, 43(2), 294–306.
Alzaid, J. M. (2017). The effect of peer assessment on the evaluation process of students. International Education Studies, 10(6), 159-173. https://doi.org/10.5539/ies.v10n6p159
Ashenafia, M. M. (2017). Peer-assessment in higher education – Twenty-first century practices, challenges, and the way forward. Assessment and Evaluation in Higher Education, 42(2), 226–251. DOI:10.1080/02602938.2015.1100711
Bangert, A. W. (1995). Peer assessment: An instructional strategy for effectively implementing performance-based assessments [Unpublished doctoral dissertation]. University of South Dakota.
Boud, D. (1995). Assessment and learning: Contradictory or complimentary. In P. Knight (Ed.). Assessment for learning in higher education (pp. 35-48). Kogan.
Boud, D., & Falchikov, N. (Eds.). (2007). Rethinking assessment in higher education: Learning for the longer term. Routledge.
Boud, D., Cohen, R., & Sampson, J. (1999). Peer learning and assessment. Assessment & Evaluation in Higher Education, 24(4), 413–426. https://doi.org/10.1080/0260293990240405
Bozkurt, F. (2020). Teacher candidates’ views on self and peer assessment as a tool for student development. Australian Journal of Teacher Education, 45(1), 47–60. http://dx.doi.org/10.14221/ajte.2020v45n1.4
Cheong, C.M., Luo, N., Zhu, X., Lu, Q., & Wei, W. (2022). Self-assessment complements peer assessment for undergraduate students in an academic writing task. Assessment & Evaluation in Higher Education, 48(1), 135–148.
Cirit, D.K. (2021). An analysis of self-, peer-, and teacher-assessment within the scope of classroom teaching activities. Shanlax International Journal of Education, 9(S2), 150–163.
De Sande, J. Carlos & Godino Llorente, J. (2014). Peer assessment and self-assessment: Effective learning tools in higher education. International Journal of Engineering Education, 30, 711-721.
Dochy, F., Segers, M. & Sluijsmans, D. (1999). The use of self-peer and co-assessment in higher education: A review. Studies in Higher Education, 24(3), 331–350.
Falchikov, N. (1986). Product comparisons and process benefits of collaborative self and peer group assessments. Assessment and Evaluation in Higher Education, 11(2),146–166.
Gravette, S., & Geyser, H. (2004). Teaching and learning in higher education. Van Schaik.
Hauff, J. C., & Nilsson, J. (2022). Students’ experience of making and receiving peer assessment: The effect of self-assessed knowledge and trust. Assessment & Evaluation in Higher Education, 47(6), 959–971, https://doi.org/10.1080/02602938.2021.1970713
Johnson, D. W. & Johnson, R. T. (1990). Circles of learning: Cooperation in the classroom (3rd ed.). Interaction Book Company.
Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction, 20(4), 344–348. http://doi.org/10.1016/j.learninstruc.2009.08.005
Lapham, A., & Webster, (1999). Peer assessment of undergraduate seminar presentations: Motivations, reflection, and future directions. In S. Brown & A. Glasner (Ed.). Assessment matters in higher education: Choosing and using diverse approaches. Society for Research into Higher Education and Open University Press.
Makovskaya, L. (2022). Towards sustainable assessment in higher education: Teachers’ and students’ perspectives. Discourse and Communication for Sustainable Education,13(1), 88–103.
McDowell, L. (1995). The impact of innovative assessment on student learning. Innovations in Education and Training International, 32(4), 302–313.
McGarrigle, J. (2013). Exploring student engagement and collaborative learning in a community-based module in fine art. Irish Journal of Academic Practice, 2(1),1–23.
Nawas, A. (2020). Grading anxiety with self and peer-assessment: A mixed-method study in an Indonesian EFL context. Issues in Educational Research, 30(1), 224–244.
Price, J. & Cutler, H. (1995). The development of skills through peer-assessment. In A. Edwards & P. Knight (Ed.). Assessing competence in higher education. Kogan Page in association with the Staff and Educational Development Association.
Sardareh, S. A., & Saad, M. R. M. (2012). A sociocultural perspective on assessment for learning: The case of a Malaysian primary school ESL context. Social and Behavioural Sciences, 66, 343–353.
Schutt, R. (2019). Investigating the social world: The process and practice of research (9th ed.). Sage.
Slavin, R. E. (2011). Instruction based on cooperative learning. In R. E. Mayer & P. A. Alexander (Eds.). Handbook of research on learning and instruction (pp. 344-360). Taylor & Francis.
Stancic, M. (2021). Peer assessment as a learning and self-assessment tool: A look inside the black box. Assessment & Evaluation in Higher Education, 46, 852–864.
Strijbos, J. W., & Sluijsmans, D. (2010). Unravelling peer assessment: Methodological, functional, and conceptual developments. Learning and Instruction, 20(4), 265–269. http://doi.org/10.1016/j.learninstruc.2009.08.002
Tait-McCutcheon, S., & Knewstubb, B. (2018). Evaluating the alignment of self, peer and lecture assessment in an Aotearoa New Zealand pre-service teacher education course. Assessment & Evaluation in Higher Education, 43, 772–785.
Tsagari, D., &. Cheng, L. (1997). Washback, impact, and consequences revisited. In E. Shohamy, G. Lair, & S. May (eds.). Encyclopaedia of language and education: Language testing and assessment (3rd ed.). Springer.
Tsunemoto, A., Trofimovich, P., Blanchet, J., Bertrand, J. & Kennedy, S. (2022). Effects of benchmarking and peer-assessment on French learners’ self-assessments of accentedness, comprehensibility, and fluency. Foreign Language Annals, 55(1), 135–154. https://doi.org/10.1111/flan.12571
Van Dat Tran. (2013). Theoretical underlying the application of cooperative learning in the classroom. International Journal of Higher Education, 2(4). 101-115. http://dx.doi.org/10.5430/ijhe.v2n4p101
Downloads
Published
Data Availability Statement
The data supporting the findings of this study are not publicly available but are contained in the authors doctoral thesis.