Learning as a peer assessor: evaluating peer-assessment strategies

IF 4.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
C. Culver
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引用次数: 1

Abstract

Abstract When students engage in peer assessment activities, they often put emphasis on the feedback they receive from peers but fail to appreciate how their role as a peer assessor can contribute to their learning process and improve their own work. Because of this, students and sometimes teachers undervalue the peer assessment process. This scholarship of teaching and learning project conducts a small-scale controlled experiment with students undertaking peer assessment in randomly assigned groups that either focus on giving and receiving peer feedback or assessing peers’ work only without receiving feedback on their own. In addition, it explores how different peer assessment strategies such as rubric creation, rank order assessment and assessment without qualitative feedback affect both students’ ability to improve their work and their perception of the value of peer assessment. Consistent with theoretical expectations, the results provide exploratory evidence that students’ perceived value of peer assessment is lower when they do not receive feedback, but improvement in their writing is actually higher when they focus on assessing peers’ work rather than receiving feedback on their own. While feedback is a potential benefit of the peer assessment process, it may also distract focus from the potentially more valuable learning that derives from students’ self-evaluating their own work after critically assessing their peers’.
作为同行评估员学习:评估同行评估策略
摘要当学生参与同伴评估活动时,他们通常强调从同伴那里得到的反馈,但没有意识到他们作为同伴评估员的角色如何有助于他们的学习过程和改进自己的工作。正因为如此,学生有时甚至老师都低估了同伴评估过程的价值。这项教学奖学金项目进行了一项小规模的对照实验,让学生在随机分配的小组中进行同伴评估,这些小组要么专注于给予和接受同伴反馈,要么只评估同伴的工作,而不接受自己的反馈。此外,它还探讨了不同的同伴评估策略,如量规创建、排名顺序评估和没有定性反馈的评估,如何影响学生改进工作的能力和他们对同伴评估价值的感知。与理论预期一致,研究结果提供了探索性证据,表明当学生没有收到反馈时,他们对同伴评估的感知价值较低,但当他们专注于评估同伴的工作而不是自己收到反馈时时,他们的写作进步实际上更高。虽然反馈是同伴评估过程的一个潜在好处,但它也可能分散人们对潜在的更有价值的学习的注意力,这种学习源于学生在批判性评估同伴后对自己的工作进行自我评估。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Assessment & Evaluation in Higher Education
Assessment & Evaluation in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
11.20
自引率
15.90%
发文量
70
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