Effective peer assessment processes: Research findings and future directions

Zundert, Marjo van; Sluijsmans, Dominique; Merriënboer, Jeroen Van

doi:10.1016/j.learninstruc.2009.08.004

Cited by 398 publications

(276 citation statements)

References 35 publications

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“…This is because it allows peer assessors to compare their own work to that of others which helps them realise that, if they deem the work they are reviewing to be "unclear and unintelligible" (p. 236), then their work might be construed in a similar way. Zundert, Sluijsmans and Merriënboer (2010) review the PA literature between 1990 and 2007 and find that, overall; there are positive student attitudes to this type of practice. Thus, students believe that both SA and PA are useful to them in a variety of different ways.…”

Section: Students' Perception Of Self-and Peer-assessmentmentioning

confidence: 99%

Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline

Hassan

Fox

Hannah

2014

Accounting Education

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Self-and peer-assessment of student work is an area that is under-researched in the accounting education literature, although the subject area of study seems to influence the results obtained in prior studies. The current study contributes to the literature by examining the accuracy and construct validity of self-and peer-assessment by accounting students. It also investigates students' views about these exercises. The findings show that whilst the self-and peer-assessment of students appear to be neither accurate nor valid, the students are positive about the impact of these procedures on their learning experience. These findings indicate that, although instructors might not rely on self-and peer-assessment as measures of student performance for the purpose of summative assessment, the exercise may prove useful for formative assessment because it can promote a wide range of transferable skills.

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Section: Students' Perception Of Self-and Peer-assessmentmentioning

confidence: 99%

Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline

Hassan

Fox

Hannah

2014

Accounting Education

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“…There are many forms of oral assessments which could be utilized (Joughin, 2010), whilst some might be appropriate to peer assessment (De Grez, Valcke, & Roozen, 2012;Magin & Helmore, 2001;Van Zundert, Sluijsmans, & Van Merriënboer, 2010), others might be more appropriate to a blended learning environment (Heiman et al, 2012). Additionally, if being utilized as a process of collegial group work, oral assessments might create a beneficial effect on the learning experience and engagement of first year student (Nash, Crimmins, & Oprescu, 2016).…”

Section: Presentations -Including Video Presentationsmentioning

confidence: 99%

Authentic Assessment Design in Accounting Courses: A Literature Review

2018

Proceedings of the 2018 InSITE Conference

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature which focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments Background: This paper reviews examples of authentic assessments that are available and have been used by accounting educators and educators in general. It highlights the skills that might be developed with each assessment Methodology: A review of literature on authentic assessment design and examples of authentic assessments like portfolios, reflective journals, presentations, reports peer and self-assessment was conducted. Contribution: This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Findings: Authentic assessments are a form of learning. They help graduates develop skills and attribute that will make them work-ready and capable of handling a lot of real life practical work situations. Recommendations for Practitioners: Accounting educators may find guidelines in this paper which will help them understand authentic assessments and enlighten them on the challenges they may encounter when implementing the assessments Recommendation for Researchers: There is a need for future researchers to contribute more to this topic so as to increase the variety and amount of literature available for those wishing to engage with authentic curriculum design in accounting. Impact on Society: This paper may also be of use to prospective employers wishing to gain a clear understanding of the skills inherent in prospective graduates who may have been exposed to authentic assessments. Accounting students and graduates may find this paper useful as it will help them comprehend the importance of some the assessments with the backing and assurance from the literature. Future Research: Future research may focus on the challenges in implementing authentic assessments. It would also be great to see more research addressing the perceptions of educators towards authentic assessments.

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“…When a question is poorly worded or conceptually unclear, respondents" interpretations will vary (van Zundert, Sluijsmans, & van Merrienboer, 2010). For example, brusque emails are preferred "electronic communication" by some, whereas others expect a formal letter style.…”

Section: Varying Interpretationmentioning

confidence: 99%

Are We Collaborating Yet? Employee Assessment of Peer’s Perceptions

Heslop¹,

Stojanovski²,

Paul³

et al. 2017

IJHRS

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Employers rarely utilise their employees" capacity to assess the collegiality and productivity of their own work unit, yet they are determinants of employee retention and profitability. One reason is the lack of a reliable, valid survey instrument to measure collaboration viability (CoVi), which we postulate is the construct that employees use to implicitly assess their work unit. Inherent weaknesses of own-perception and peer-assessment instruments prevent them reliably measuring CoVi. A novel method overcoming respective deficiencies by combining the strengths of both approaches is proposed that we term peer"s-perception. It is contended that such an instrument may be improved through formulation in accordance with a universal model of collaboration. The model chosen is PILAR as it encapsulates a variety of social and organisational psychology theories. Prospects, involved, liked, agency and respect constitute five Pillars of collaboration . Based on this review, we propose a peer"s-perception instrument (Pillar-PP) and that this instrument be formally evaluated.Keywords: productivity, psychological safety, cohesion, collaboration, peer"s-perception, PILAR Measuring Collaboration ViabilityCollaboration is a synergistic, voluntary combining of individual contributions for a collective goal (Hughes & Jones, 2011;Thomas et al., 2007). Viability of collaboration can be threatened, such as by interpersonal conflict, poor strategy, or selfish manoeuvring (Chen, Ünal, Leung, & Xin, 2016;Topping, 2010). Collaborators are instinctively wary of such behaviours, and monitor their threat to collective success. Upon sign of collaboration unviability, the member"s first recourse is to limit their ongoing investment, such as dedicating less time or money. Once perceived risks outweigh the likelihood of success, leaving the collaboration may be the only option, knowing that doing so may cause sacrificing investments already made (Kendall & Salas, 2015).It is desirable to ameliorate threats to collaboration before members curtail their participation, or withdraw completely, since either may become a self-fulfilling prophecy (Jehn & Mannix, 2001;Morgeson & DeRue, 2006). Reasons for collaboration breakdown highlighted by the literature are free-riders, interpersonal conflict and poor leadership (Kuhn, 2015), which may be ameliorated through retraining and changes to; roles, workflow processes, oversight systems, and delegation (Daley, 1992). To ensure that failing collaboration in the workplace may be identified and repaired, the present study seeks an instrument that can reliably measure collaboration viability (CoVi).The standard method of measuring constructs reminiscent of CoVi is to survey group members for their perceptions of the group, which this article terms own-perception (Edmondson, 1999). A second approach is peer-assessment, which is rarely used to measure CoVi, but offers certain advantages over own-perception. We examine the weaknesses and ISSN 2162-3058 2017 http://ijhrs.macrothink.org 177 strengths of ...

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Effective peer assessment processes: Research findings and future directions

Cited by 398 publications

References 35 publications

Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline

Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline

Authentic Assessment Design in Accounting Courses: A Literature Review

Are We Collaborating Yet? Employee Assessment of Peer’s Perceptions

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