Peer assessment as a learning and self-assessment tool: a look inside the black box
Abstract
This paper presents the findings of a four-year mainly qualitative study of peer and self-assessment in university teaching. Peer and self-assessment activities were introduced with the intention of supporting students' learning, but they also formed part of the formal grading of the course assignment. Thus, the research aimed to explore the students' experiences with these activities in this specific learning situation - which benefits they perceived from these activities, what challenges they faced, and what supported their learning. The students completed the survey after participating in the activities, but before receiving their grades and peer feedback so as to capture their authentic experiences with the activities. A total of 103 students completed the survey. The data were analysed using descriptive statistics and thematic analysis. The results indicate that despite being stressful and uncomfortable for many, peer assessment was more beneficial for the students' learning than ...self-assessment. The students expressed concerns related to their competence to grade and responsibility for their peers' grades. However, by addressing students' needs for autonomy, competence and relatedness, these initial worries can be transformed into drivers for learning. It may be concluded that peer assessment can play a role in supporting students to self-assess.
Keywords:
self-assessment / Peer assessment / learning to assess / assessment as learningSource:
Assessment & Evaluation in Higher Education, 2021, 46, 6, 852-864Publisher:
- Routledge Journals, Taylor & Francis Ltd, Abingdon
DOI: 10.1080/02602938.2020.1828267
ISSN: 0260-2938
WoS: 000575256400001
Scopus: 2-s2.0-85092076880
Institution/Community
Pedagogija / PedagogyTY - JOUR AU - Stančić, Milan PY - 2021 UR - http://reff.f.bg.ac.rs/handle/123456789/3321 AB - This paper presents the findings of a four-year mainly qualitative study of peer and self-assessment in university teaching. Peer and self-assessment activities were introduced with the intention of supporting students' learning, but they also formed part of the formal grading of the course assignment. Thus, the research aimed to explore the students' experiences with these activities in this specific learning situation - which benefits they perceived from these activities, what challenges they faced, and what supported their learning. The students completed the survey after participating in the activities, but before receiving their grades and peer feedback so as to capture their authentic experiences with the activities. A total of 103 students completed the survey. The data were analysed using descriptive statistics and thematic analysis. The results indicate that despite being stressful and uncomfortable for many, peer assessment was more beneficial for the students' learning than self-assessment. The students expressed concerns related to their competence to grade and responsibility for their peers' grades. However, by addressing students' needs for autonomy, competence and relatedness, these initial worries can be transformed into drivers for learning. It may be concluded that peer assessment can play a role in supporting students to self-assess. PB - Routledge Journals, Taylor & Francis Ltd, Abingdon T2 - Assessment & Evaluation in Higher Education T1 - Peer assessment as a learning and self-assessment tool: a look inside the black box EP - 864 IS - 6 SP - 852 VL - 46 DO - 10.1080/02602938.2020.1828267 ER -
@article{ author = "Stančić, Milan", year = "2021", abstract = "This paper presents the findings of a four-year mainly qualitative study of peer and self-assessment in university teaching. Peer and self-assessment activities were introduced with the intention of supporting students' learning, but they also formed part of the formal grading of the course assignment. Thus, the research aimed to explore the students' experiences with these activities in this specific learning situation - which benefits they perceived from these activities, what challenges they faced, and what supported their learning. The students completed the survey after participating in the activities, but before receiving their grades and peer feedback so as to capture their authentic experiences with the activities. A total of 103 students completed the survey. The data were analysed using descriptive statistics and thematic analysis. The results indicate that despite being stressful and uncomfortable for many, peer assessment was more beneficial for the students' learning than self-assessment. The students expressed concerns related to their competence to grade and responsibility for their peers' grades. However, by addressing students' needs for autonomy, competence and relatedness, these initial worries can be transformed into drivers for learning. It may be concluded that peer assessment can play a role in supporting students to self-assess.", publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon", journal = "Assessment & Evaluation in Higher Education", title = "Peer assessment as a learning and self-assessment tool: a look inside the black box", pages = "864-852", number = "6", volume = "46", doi = "10.1080/02602938.2020.1828267" }
Stančić, M.. (2021). Peer assessment as a learning and self-assessment tool: a look inside the black box. in Assessment & Evaluation in Higher Education Routledge Journals, Taylor & Francis Ltd, Abingdon., 46(6), 852-864. https://doi.org/10.1080/02602938.2020.1828267
Stančić M. Peer assessment as a learning and self-assessment tool: a look inside the black box. in Assessment & Evaluation in Higher Education. 2021;46(6):852-864. doi:10.1080/02602938.2020.1828267 .
Stančić, Milan, "Peer assessment as a learning and self-assessment tool: a look inside the black box" in Assessment & Evaluation in Higher Education, 46, no. 6 (2021):852-864, https://doi.org/10.1080/02602938.2020.1828267 . .
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