Incorporating Peer assessment in Students’ Academic Learning: Students and Lecturers’ Views
DOI:
https://doi.org/10.66121/7jd1vt14Keywords:
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.
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Data Availability Statement
The data supporting the findings of this study are not publicly available but are contained in the authors doctoral thesis.
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