Goals of peer assessment and their associated quality concepts

Gielen, Sarah; Dochy, Filip; Onghena, Patrick; Struyven, Katrien; Smeets, Stijn

doi:10.1080/03075071003759037

Cited by 65 publications

(55 citation statements)

References 49 publications

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“…quality notions) rather than providing information. Sadler also suggested that an additional method for developing this capability was peer review or assessment, which was also taken up by Gielen et al (2011). By engaging students in making judgements, and interacting with criteria, it was thought that understandings of quality and tacit knowledge (which educators already held) would be developed.…”

Section: Introductionmentioning

confidence: 99%

Developing evaluative judgement: enabling students to make decisions about the quality of work

et al. 2017

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Evaluative judgement is the capability to make decisions about the quality of work of oneself and others. In this paper, we propose that developing students' evaluative judgement should be a goal of higher education, to enable students to improve their work and to meet their future learning needs: a necessary capability of graduates. We explore evaluative judgement within a discourse of pedagogy rather than primarily within an assessment discourse, as a way of encompassing and integrating a range of pedagogical practices. We trace the origins and development of the term 'evaluative judgement' to form a concise definition then recommend refinements to existing higher education practices of self-assessment, peer assessment, feedback, rubrics, and use of exemplars to contribute to the development of evaluative judgement. Considering pedagogical practices in light of evaluative judgement

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Section: Introductionmentioning

confidence: 99%

Developing evaluative judgement: enabling students to make decisions about the quality of work

et al. 2017

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“…Finally, as discussed in the literature review, peer evaluation is a mechanism to encourage teamwork and reflexivity about member contribution (Chapman et al, 2010;Gielen et al, 2011;Strong and Anderson, 1990). The peer evaluation tool featured in this investigation forms part of summative group assessments, and requires open discussion and agreement among team members on individual contribution.…”

Section: Practice For Example As One Student Indicates: "Even If Somentioning

confidence: 99%

“…But peer evaluations can also be a challenge. Such peer evaluations can be used in group contexts for developmental and evaluative purposes (Fellenz, 2006), as well as for fostering social control, self-regulation, self-monitoring and active student participation (Gielen et al, 2011).…”

Section: Challenges and Shortcomings Of Group Courseworkmentioning

confidence: 99%

“…Gielen et al, 2011), then it is important that peer evaluation contributes adequately to final marks and that there are appropriate punitive measures for dysfunctional behaviour (Strong and Anderson, 1990;Pffaf and Huddleston, 2003). Our interpretation of our findings suggests that a nominal 10% allocation for group work to a final mark is insufficient motivation for students to engage in group processes, and that the possibility of group divorce (Strong and Anderson, 1990) might be an important penalty.…”

Section: Practice For Example As One Student Indicates: "Even If Somentioning

confidence: 99%

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Students' Attitudes toward a Group Coursework Protocol and Peer Assessment System

Moraes¹,

Michaelidou²,

Canning³

2016

Industry and Higher Education

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This paper addresses a knowledge gap by presenting an empirical investigation of a group coursework protocol and peer assessment system (GCP&PAS) used in a UK university to support postgraduate marketing students in their assessed group activities. The aim of the research was to examine students' understanding of the GCP&PAS and their attitudes towards assessed group coursework and peer assessments generally. The study also sought to identify any differences in such attitudes as a result of group conflict. It was found that students are supportive of the principles of assessed group work and peer evaluation, but that there are differences in attitudes towards the GCP&PAS between those who experience group conflict and those who do not. The paper contributes to the literature in that it highlights the meaning of the research findings with regard to students' preparedness for work. It also recommends further examination of conflict and other factors such as culture and gender in the investigation of alternative peer evaluation systems.

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“…With the resource limitations that exist in the Irish healthcare setting, which is undoubtedly reflected internationally, we should capitalise on the under utilised area of peer assessment (PA). It is well established that students learn from receiving feedback from their peers, as well as from giving feedback to each other (Ballantyne, Huges & Mylonas, 2002, Falchikov, 2007, Gielen, Dochy & Onghena, 2011, Kearney, 2013. Peer assessment may even stimulate deeper learning than in traditional assessment settings given the intrinsic link between peer assessment and self reflection (Boud, Cohan & Sampson, 1999, Mulder, Pearce & Baik, 2014.…”

Section: Introductionmentioning

confidence: 99%

Summative and Formative Assessment in Medicine: The Experience of an Anaesthesia Trainee

O'Shaughnessy

Joyce²

2015

IJHE

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The practice of medicine is becoming increasingly onerous for doctors, with growing demands coming from both patients and peers. Therefore, we need to equip doctors of the future with the appropriate skills to negotiate a very complex environment. Assessment should be central to this goal with a renewed focus on a more rounded examination process. Rather than a compete reliance on summative assessment, an increased focus should be placed on formative assessment, which has been historically neglected in medicine. In addition, it is important for educators to realise that a mutimodal approach is required to establish competence in a valid fashion and that each assessment modality should be used for both summative and formative assessment where possible. This will not only serve to address the external pressures placed on the teacher to streamline students but it will facilitate student learning as they become active participants in assessment.Other areas of development in medical education going forward include peer assessment, which may be the answer to increasing cohort sizes. We also need to address the issue of maintaining adequate standards of assessment. Furthermore, we need to conduct further research to ensure that our assessment methods are an adequate predictor of future performance otherwise we as educational leaders will be failing both our students and the wider community.

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Goals of peer assessment and their associated quality concepts

Cited by 65 publications

References 49 publications

Developing evaluative judgement: enabling students to make decisions about the quality of work

Developing evaluative judgement: enabling students to make decisions about the quality of work

Students' Attitudes toward a Group Coursework Protocol and Peer Assessment System

Summative and Formative Assessment in Medicine: The Experience of an Anaesthesia Trainee

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