Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education

Adachi, Chie; Tai, Joanna; Dawson, Phillip

doi:10.1080/02602938.2017.1339775

Cited by 164 publications

(122 citation statements)

References 49 publications

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“…Similar viewpoints were reiterated during interviews which suggested teachers' low motivation in engaging with peer assessment as reported in Adachi et al (2017).…”

Section: Hesitation In Using Peer Assessmentsupporting

confidence: 61%

“…In the large volume of literature on peer assessment, studies on teachers' perspectives on peer assessment have been few and far between, despite of their vital roles in the effective use of peer assessment (Adachi et al 2017). Beach and Bridwell (1984, p. 312), for instance, suggest that:…”

Section: Limited Studies On Teachers' Perceptions Of Peer Assessmentmentioning

confidence: 99%

“…Few studies have been conducted to explore teachers' perceptions of the appropriateness of peer assessment for instruction (Ngar-Fun Liu and Carless 2006;Adachi,Tai and Dawson 2017). However, we should explore teachers' perceptions of peer assessment to understand what enables or hampers them to use peer assessment (Adachi et al 2017). As has been substantiated in Panadero and Brown (2017), teachers' beliefs in peer assessment exert significant effects on their use of peer assessment.…”

Section: Introductionmentioning

confidence: 98%

“…Reviews of existing research on peer assessment have shown its predominant focus on the roles peer assessment in learning and learners' preference for peer assessment (Yu and Lee 2016). Few studies have been conducted to explore teachers' perceptions of the appropriateness of peer assessment for instruction (Ngar-Fun Liu and Carless 2006;Adachi,Tai and Dawson 2017). However, we should explore teachers' perceptions of peer assessment to understand what enables or hampers them to use peer assessment (Adachi et al 2017).…”

Section: Introductionmentioning

confidence: 99%

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Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing

Zhao

2018

Assessment & Evaluation in Higher Education

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Despite the increasing volume of research in peer assessment for writing, few studies have been conducted to explore teachers' perceptions of its appropriateness for local writing instruction. It is essential to understand teachers' perceptions of peer assessment as teachers play an important role in whether and how peer assessment would be implemented in their instruction. The current study investigated tertiary English writing tutors' perceptions of the appropriateness of peer assessment for EFL writing in China where peer assessment has been increasingly discussed and researched but only occasionally used in teaching. The current study scrutinised the reasons behind its limited use via in-depth exploratory interviews with 25 writing tutors with different teaching backgrounds.The interview data showed tutors' limited knowledge of peer assessment and unanimous hesitation in using peer assessment. The former was explained with regard to the insufficient instruction and training in peer assessment. The latter was further elucidated with the incompatibility of peer assessment with the examinations-oriented education system, learners' low English language proficiency and learning motivation, and the conflict of peer assessment with the entrenched teacher-driven learning culture. Based on the findings, suggestions were made about training and engaging teachers to effectively use peer assessment in instruction.Key words: Teachers' perceptions of the appropriateness of peer assessment; resistance in using peer assessment; constraints of using peer assessment; cultural of learning in China

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“…Similar viewpoints were reiterated during interviews which suggested teachers' low motivation in engaging with peer assessment as reported in Adachi et al (2017).…”

Section: Hesitation In Using Peer Assessmentsupporting

confidence: 61%

Section: Limited Studies On Teachers' Perceptions Of Peer Assessmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing

Zhao

2018

Assessment & Evaluation in Higher Education

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“…The main benefits of peer assessment are generally associated with deeper learning experiences for students through reflection and self-criticism, as well as higher student involvement with the course and with the team (as a consequence of their inclusion as an active part in the assessment and grading process), a better and deeper understanding of assessment criteria, and a higher perception of fairness through student empowerment [36,37]. For the instructor, the main benefits refer to the improvement of the overall learning experience for students, but also to saving time.…”

Section: Peer Assessmentmentioning

confidence: 99%

Extraction, Processing and Visualization of Peer Assessment Data in Moodle

et al. 2019

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Situated in the intersection of two emerging trends, online self- and peer assessment modes and learning analytics, this study explores the current landscape of software applications to support peer assessment activities and their necessary requirements to complete the learning analytics cycle upon the information collected from those applications. More particularly, the study focuses on the specific case of Moodle Workshops, and proposes the design and implementation of an application, the Moodle Workshop Data EXtractor (MWDEX) to overcome the data analysis and visualization shortcomings of the Moodle Workshop module. This research paper details the architecture design, configuration, and use of the application, and proposes an initial validation of the tool based on the current peer assessment practices of a group of learning analytics experts. The results of the small-scale survey suggest that the use of software tools to support peer assessment is not so extended as it would initially seem, but also highlight the potential of MWDEX to take full advantage of Moodle Workshops.

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Cultural proficiency starts here: Drawing on staff and student perceptions to Indigenise curricula

McIver

Murphy

Curran

et al. 2022

Health Prom J of Aust

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Issue Addressed: This study reports outcomes from initial steps taken to promote cultural proficiency among our next generation, nonclinical health workforce, including addressing any tendencies towards stereotyping, biases and discrimination, when redeveloping and Indigenising curricula.Methods: This qualitative study involved purposive sampling of undergraduate students enrolled in a final-year health promotion unit (subject), as well as staff within the Faculty of Health. Thematic analysis was applied to two datasets: (i) outcomes from a staff survey examining insights and reactions to delivering Indigenous content (n = 16) and (ii) a collection of online student posts describing their observations and reflections during delivery of an Indigenous health module (n = 91).Results: Staff survey data highlighted the need for targeted professional development and support. Findings from student data emphasised the need to embed course content that has the capacity to (i) help students understand health within an equity, social justice and human rights context and (ii) encourage students to self-identify any conscious and unconscious biases that work against these principles in the workplace.Conclusions: This study demonstrates the usefulness of conducting a preliminary analysis prior to initiating changes to curriculum design and delivery. Strategies were identified to provide and implement renewed initiatives and directions for professional development for staff. Similarly, there was a clear need to effectively train students in cultural awareness, sensitivity and knowledges through specific and targeted resources and support throughout the span of the course.So What: Lack of knowledge and confidence among staff can negatively impact content and delivery, and ultimately, student learning outcomes. However, this was balanced by an appetite for collaboration and guidance. Findings contribute to current discourses exploring effective approaches to Indigenising discrete unit and coursewide curricula and provide a useful template for others seeking evidence-based approaches and ideas when aiming to improve cultural proficiency.

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Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education

Cited by 164 publications

References 49 publications

Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing

Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing

Extraction, Processing and Visualization of Peer Assessment Data in Moodle

Cultural proficiency starts here: Drawing on staff and student perceptions to Indigenise curricula

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