Improving the Quality of Undergraduate Peer Assessment: A Case for Student and Staff Development

Smith, Holly; Cooper, Ali; Lancaster, Les

doi:10.1080/13558000110102904

Cited by 129 publications

(100 citation statements)

References 20 publications

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“…Concerns expressed here mirror the findings of similar studies in this area e.g. Smith et al (2002), Lapham and Webster (2003) and Falchikov (2005). A key anxiety here was that peers could give positive feedback on an essay which was subsequently marked as a fail as tutors retained the power to pass or fail summative submissions.…”

Section: Debating the Role Of The Tutorsupporting

confidence: 81%

Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used

Cartney

2010

Assessment & Evaluation in Higher Education

112

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Section: Debating the Role Of The Tutorsupporting

confidence: 81%

Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used

Cartney

2010

Assessment & Evaluation in Higher Education

112

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“…On the other hand, Chaudron (1984) conducted an attitude survey and found that students had a more positive attitude if feedback was received from native speakers, suggesting that "foreign students are cautious about the value of peer feedback as a source of aid in revising their writing" (p.10). Smith, Cooper & Lancaster (2002) in their research on peer feedback in a L2 classroom highlighted that although students expressed a higher level of confidence in the peer feedback process over time and continual experience, there still remained within them an ''unease about fairness and consistency regarding peer feedback' ' (p. 76).…”

Section: Introductionmentioning

confidence: 99%

“…Most research provided a qualitative observation of what may have caused such perspectives, for example, Liu & Carless (2006) noted that one reason being that students doubt the expertise of their fellow students (as compared to their instructors) or the problematic power relations that students associate with assessing their peers (Falchikov, 2001;Liu & Carless, 2006;Smith et al, 2002). These studies indicate that students are not comfortable with the non-traditional idea of their peers assessing their writing in place of an instructor.…”

Section: Introductionmentioning

confidence: 99%

“…Some have advocated for teachers to include more peer feedback experience (Wen & Tsai, 2006), to provide more clarity about peer feedback criteria (Falchikov, 2001;Smith et al, 2002) and to provide support and training with regards to the peer feedback process (Cheng & Warren, 1997;Falchikov, 2001). Liu, Chiu, Lin & Yuan (1999) also indicated that online feedback systems may reduce the negative perspectives of peer feedback because of the anonymity of the reviewer which reduces the problematic power relations that appear between peers when assessing.…”

Section: Introductionmentioning

confidence: 99%

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Students’ Perspectives on the Use of Peer Feedback in an English as a Second Language Writing Class

Sukumaran¹,

Dass²

2014

J Interdiscip Res Educ

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Peer assessment and peer feedback are considered alternatives to teacher-based feedback and their effects on writing have been substantially researched. This study aims to examine the perspectives of a group of university students, who are mainly second language learners, on peer feedback in an English writing class. Many of the studies conducted on the perspectives of students regarding peer feedback provided conflicting findings. While some found that peer feedback was viewed with doubt and encouraged little revision, others found it helped learners to recognise their strengths and flaws in writing. This study aims to better understand students' perspectives regarding peer feedback and to identify the concerns raised by students involved in the study. The findings from this study revealed that the participants of the study had a positive perspective on the use of peer feedback and on the use of an online peer feedback tool. The study also showed that past experience did not contribute towards a negative perspective of peer feedback among the participants. The findings from this study are useful for future research in designing a better peer feedback process and improve its implementation.

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“…Some students consider peer feedback to be misleading and unhelpful because peers do not assign grades (Nilson, 2003). These students, however, fail to recognize the benefits, such as developing metacognitive and reflective thinking skills (Smith, Cooper, & Lancaster, 2002), that come from assessing others' works (Tseng & Tsai, 2007), giving feedback, and interpreting others' feedback.…”

Section: Perception Affects Feedbackmentioning

confidence: 99%

Students’ Perceptions of and Responses to Teaching Assistant and Peer Feedback

Rodgers¹,

Horvath²,

Jung³

et al. 2014

Interdisciplinary Journal of Problem-Based Learning

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Authentic open-ended problems are increasingly appearing in university classrooms at all levels. Formative feedback that leads to learning and improved student work products is a challenge, particularly in large enrollment courses. This is a case study of one first-year engineering student team's experience with teaching assistant and peer feedback during a series of open-ended mathematical modeling problems called Model-Eliciting Activities. The goal of this study was to gain deep insight into the interactions between students, feedback providers, and written feedback by examining one team's perceptions of the feedback they received and the changes they made to their solutions based on their feedback. The practical purpose of this work is to begin to make recommendations to improve students' interactions with written feedback. The data sources consisted of individual student interviews, videos of the team's meetings to revise their solutions, the team's iterativelydeveloped solutions, the team's documented changes to the their solutions, and the written feedback they received from their teaching assistant and peers. The students explained that helpful peer feedback requires a time commitment, focuses on the mathematical model, and goes beyond praise to prompt change. The students also stated that generic TA feedback was not helpful. The greatest difference between the students' perceptions of TA and peer feedback was that the TA had influence over the team's grade and therefore the TA feedback was deemed more important. Feedback strategies to increase peer participation and improve teaching assistant training are described. Suggestions for continued research on feedback are provided.

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Improving the Quality of Undergraduate Peer Assessment: A Case for Student and Staff Development

Cited by 129 publications

References 20 publications

Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used

Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used

Students’ Perspectives on the Use of Peer Feedback in an English as a Second Language Writing Class

Students’ Perceptions of and Responses to Teaching Assistant and Peer Feedback

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