Peer Review: a Precursor to Peer Assessment

Pond, Keith; ul-Haq, Rehan; Wade, Winnie

doi:10.1080/1355800950320403

Cited by 74 publications

(46 citation statements)

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“…Discussion on feedback is normally impossible due to the very nature of anonymity that is associated with 'fair' peer-assessment. If anonymity is not present, then external factors can influence the grades/marks produced, as noted by Pond, Ul-Haq and Wade (1995), which 'can be adversely influenced by group collusion, friendship (or hostility) and can allow, and even encourage, domination by individuals'.…”

Section: Introductionmentioning

confidence: 99%

“…As previously stated, peer feedback is normally anonymous (Pond et al, 1995), and because of this there is a problem of a student being able to clarify any issues concerning the feedback they receive for their work. For the feedback to be effective, there is a need for clarity, hence dialogue is therefore not simply desirable but, arguably, essential (Brown and Knight, 1994).…”

Section: Introductionmentioning

confidence: 99%

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Closing the communications loop on the computerized peer-assessment of essays

Davies

2003

ALT-J

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Closing the communications loop on the computerized peer-assessment of essays

Davies

2003

ALT-J

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“…This has also 27 been reported by Topping et al (2000). Peer assessment can also be time consuming 28 for staff because of the effort involved in developing documents to support the 29 process (procedural guidelines, criteria sheets, marking scales) (Pond et al 1995). 30 However, most of the issues associated with peer assessment may arise due to its 31 'newness' as a formal assessment tool in higher education.…”

Section: Introductionmentioning

confidence: 87%

Improving student learning in engineering discipline using student- and lecturer-led assessment approaches

Imam

Rafiq

Kumar

2011

European Journal of Higher Education

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This article investigates the effectiveness of two distinct formative assessment methods for promoting deep learning and hence improving the performance amongst engineering students. The first method, applied for undergraduate students, employs a lecturer-led approach whereas the second method uses a student-led approach and e-learning for postgraduate teaching. Both studies demonstrate that the formative assessment and feedback has a positive effect on the performance of engineering students, especially those lying on the middle and lower grade tail. The mean exam marks increased by 15 to 20% as a result of introducing formative assessment to the case study modules. The main catalysts for performance improvement were found to be the feedback provided by the lecturer to the students, and by the students to their peer partners. Comparison of the two practices leads to the conclusion that whilst both methods are equally effective, peer assessment requires less time commitment from the lecturer

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“…Peer learning and peer feedback enable students to learn from and with each other without the intervention of a lecturer thereby disrupting the existing power relationship between lecturer and student (Williams 1992). However, one of the drawbacks to peer feedback is that students may have limited motivation if peer feedback has no bearing on their final results (Boud, Cohen, and Sampson 1999;Davies 2006;Pond, Ul-Haq, and Wade 1995).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Critical friends: an investigation of shared narrative practice between education and nursing graduates

Baguley

Brown

2009

Teaching in Higher Education

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This article reports the findings of a pilot research project that investigated the perceived educational value of sharing narrative practice amongst graduate students from the School of Education and the School of Nursing and Midwifery at the University of Tasmania. During a semester the graduate students reflected upon and wrote about a 'critical incident' which had occurred during their recent practical experience. These narratives were exchanged with the graduate students in the other discipline in order for the lecturers to examine the perceived educational value of sharing narrative practice. Analyses of written responses and questionnaire results were framed within a social constructivist perspective and drew on notions of peer feedback, critical reflection and the value of shared stories. The findings revealed that the graduate students appeared to revert to discipline-specific behaviours within this cross-disciplinary context.

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Peer Review: a Precursor to Peer Assessment

Cited by 74 publications

References 1 publication

Closing the communications loop on the computerized peer-assessment of essays

Closing the communications loop on the computerized peer-assessment of essays

Improving student learning in engineering discipline using student- and lecturer-led assessment approaches

Critical friends: an investigation of shared narrative practice between education and nursing graduates

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