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Article: Peer feedback: The learning element of peer assessment

TitlePeer feedback: The learning element of peer assessment
Authors
KeywordsEducation
Higher education
Issue Date2006
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13562517.asp
Citation
Teaching In Higher Education, 2006, v. 11 n. 3, p. 279-290 How to Cite?
AbstractThis paper focuses on peer feedback in relation to assessment processes. It examines the rationale for peer feedback, emphasizing its potential for enhanced student learning. We draw on relevant literature to argue that the dominance of peer assessment processes using grades can undermine the potential of peer feedback for improving student learning. The paper throws further light on the issue by drawing on a large-scale questionnaire survey of tertiary students (1740) and academics (460) in Hong Kong, supplemented by interview data. The findings indicate that a significant number of academics and students resist peer assessment using grades and that the majority report that students never or rarely grade each other in assessment activities. This paper explores why there is resistance, in particular, by academics to peer assessment and argues the case for a peer feedback process as an end in itself or as a precursor to peer assessment involving the awarding of marks. It also recommends some strategies for promoting peer feedback, through engaging students with criteria and for embedding peer involvement within normal course processes.
Persistent Identifierhttp://hdl.handle.net/10722/54282
ISSN
2015 Impact Factor: 0.632
2015 SCImago Journal Rankings: 0.802
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLiu, MFen_HK
dc.contributor.authorCarless, Den_HK
dc.date.accessioned2009-04-03T07:42:04Z-
dc.date.available2009-04-03T07:42:04Z-
dc.date.issued2006en_HK
dc.identifier.citationTeaching In Higher Education, 2006, v. 11 n. 3, p. 279-290en_HK
dc.identifier.issn1356-2517en_HK
dc.identifier.urihttp://hdl.handle.net/10722/54282-
dc.description.abstractThis paper focuses on peer feedback in relation to assessment processes. It examines the rationale for peer feedback, emphasizing its potential for enhanced student learning. We draw on relevant literature to argue that the dominance of peer assessment processes using grades can undermine the potential of peer feedback for improving student learning. The paper throws further light on the issue by drawing on a large-scale questionnaire survey of tertiary students (1740) and academics (460) in Hong Kong, supplemented by interview data. The findings indicate that a significant number of academics and students resist peer assessment using grades and that the majority report that students never or rarely grade each other in assessment activities. This paper explores why there is resistance, in particular, by academics to peer assessment and argues the case for a peer feedback process as an end in itself or as a precursor to peer assessment involving the awarding of marks. It also recommends some strategies for promoting peer feedback, through engaging students with criteria and for embedding peer involvement within normal course processes.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13562517.aspen_HK
dc.relation.ispartofTeaching in Higher Educationen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectEducationen_HK
dc.subjectHigher educationen_HK
dc.titlePeer feedback: The learning element of peer assessmenten_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1356-2517&volume=11&issue=3&spage=279&epage=290&date=2006&atitle=Peer+feedback:+the+learning+element+of+peer+assessmenten_HK
dc.identifier.emailCarless, D: dcarless@hkucc.hku.hken_HK
dc.identifier.authorityCarless, D=rp00889en_HK
dc.description.naturepostprinten_HK
dc.identifier.doi10.1080/13562510600680582en_HK
dc.identifier.scopuseid_2-s2.0-33749331250en_HK
dc.identifier.hkuros127601-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33749331250&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume11en_HK
dc.identifier.issue3en_HK
dc.identifier.spage279en_HK
dc.identifier.epage290en_HK
dc.identifier.isiWOS:000238950000002-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLiu, MF=7402430941en_HK
dc.identifier.scopusauthoridCarless, D=13006149700en_HK
dc.identifier.citeulike9562667-

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