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Article: Peer assessment effects on the self-assessment process of first-year undergraduates
Title | Peer assessment effects on the self-assessment process of first-year undergraduates |
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Authors | |
Keywords | Peer assessment effects Self-assessment process First-year undergraduates |
Issue Date | 2019 |
Publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02602938.asp |
Citation | Assessment & Evaluation in Higher Education, 2019, v. 44 n. 6, p. 920-932 How to Cite? |
Abstract | Peers carry potential in enhancing students’ self-assessment development, but few studies have explored how peer scaffolding is enacted in the process. This qualitative study explores peer assessment effects on the self-assessment process of eleven first-year undergraduates and the factors limiting peer influence. Drawing on the data from students’ journal, follow-up interviews, observations of in-class formative peer assessment activities and teacher interviews, we ascertained that peers could aid the self-assessment process by enriching student understanding of quality, refining subjective judgement and deepening self-reflection. Yet, peer influence could be reduced by distrust, tensions in feedback communication, competition and lack of readiness for peer learning. Implications for effective use of peers in supporting self-assessment development are discussed. |
Persistent Identifier | http://hdl.handle.net/10722/266466 |
ISSN | 2023 Impact Factor: 4.1 2023 SCImago Journal Rankings: 2.738 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | To, KYJ | - |
dc.contributor.author | Panadero, E | - |
dc.date.accessioned | 2019-01-18T08:20:12Z | - |
dc.date.available | 2019-01-18T08:20:12Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Assessment & Evaluation in Higher Education, 2019, v. 44 n. 6, p. 920-932 | - |
dc.identifier.issn | 0260-2938 | - |
dc.identifier.uri | http://hdl.handle.net/10722/266466 | - |
dc.description.abstract | Peers carry potential in enhancing students’ self-assessment development, but few studies have explored how peer scaffolding is enacted in the process. This qualitative study explores peer assessment effects on the self-assessment process of eleven first-year undergraduates and the factors limiting peer influence. Drawing on the data from students’ journal, follow-up interviews, observations of in-class formative peer assessment activities and teacher interviews, we ascertained that peers could aid the self-assessment process by enriching student understanding of quality, refining subjective judgement and deepening self-reflection. Yet, peer influence could be reduced by distrust, tensions in feedback communication, competition and lack of readiness for peer learning. Implications for effective use of peers in supporting self-assessment development are discussed. | - |
dc.language | eng | - |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02602938.asp | - |
dc.relation.ispartof | Assessment & Evaluation in Higher Education | - |
dc.rights | This is an Accepted Manuscript of an article published by Taylor & Francis Group in Assessment & Evaluation in Higher Education on 9 Feb 2019, available online at: http://www.tandfonline.com/doi/abs/10.1080/02602938.2018.1548559 | - |
dc.subject | Peer assessment effects | - |
dc.subject | Self-assessment process | - |
dc.subject | First-year undergraduates | - |
dc.title | Peer assessment effects on the self-assessment process of first-year undergraduates | - |
dc.type | Article | - |
dc.identifier.email | To, KYJ: jkaryan@hku.hk | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1080/02602938.2018.1548559 | - |
dc.identifier.scopus | eid_2-s2.0-85061275575 | - |
dc.identifier.hkuros | 296598 | - |
dc.identifier.volume | 44 | - |
dc.identifier.issue | 6 | - |
dc.identifier.spage | 920 | - |
dc.identifier.epage | 932 | - |
dc.identifier.isi | WOS:000462092700007 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0260-2938 | - |