Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks

Falchikov, Nancy; Goldfinch, Judy

doi:10.2307/1170785

Cited by 118 publications

(184 citation statements)

References 0 publications

Supporting

Mentioning

149

Contrasting

Unclassified

Order By: Relevance

“…It has also been shown that professors and students can have different conceptions not only of the objectives of an activity, but also of the evaluation criteria (Hounsell 1997;Norton 1990). It was therefore considered essential to explain the items to students in detail so that they might adopt them and apply them in a more reasoned way (Cestone, Levine and Lane 2008;Falchikov and Goldfinch 2000;Lane 2007). …”

Section: Objectives and Methodologymentioning

confidence: 99%

Student perceptions of peer assessment: an interdisciplinary study

Lladó

Feliu

Sansbelló

et al. 2013

Assessment & Evaluation in Higher Education

View full text Add to dashboard Cite

Peer-assessment provides students with multiple benefits during their learning process.The aim of our study is to examine students' perception of peer-assessment.Questionnaires were administered before and after the peer-assessment process to 416 students studying eleven different subjects in four different fields taught at the University of Girona. Results suggest that students have a positive predisposition towards this methodology, both before and after its implementation. Students perceive it as both a motivating and recommended methodology that facilitates the acquisition of learning at different levels. As for its limitations, students highlight the responsibility that comes with it and a certain amount of distrust in fellow students' abilities to peerassess.

show abstract

Section: Objectives and Methodologymentioning

confidence: 99%

Student perceptions of peer assessment: an interdisciplinary study

Lladó

Feliu

Sansbelló

et al. 2013

Assessment & Evaluation in Higher Education

View full text Add to dashboard Cite

show abstract

“…However, there are studies which show that peer assessment is as reliable as teachers' evaluation (Bay, 2011;Boud, 1995;Freeman, 1995;Falchikov and Goldfinch, 2000;Liu et al, 2002;Pope, 2005;Şahin, 2008;Topping, 1998;Uysal, 2008). Bulman (1998) states that carefully arranged, applied and observed peer assessment is as good as the ones carried out by teachers.…”

Section: Introductionmentioning

confidence: 99%

The opinions of prospective teachers on peer assessment

Özdemir¹

2016

Educ. Res. Rev.

View full text Add to dashboard Cite

This research was conducted to determine the opinions of prospective teachers on peer assessment. The study was carried out at a university in the West Black sea with forty-one prospective Turkish teachers. The prospective teachers presented a lesson on a subject they had decided on formerly, and were evaluated by their peers. The groups consisted of five members, and all the members of the class participated in peer assessment alternately. After the completion of peer assessment study, the opinions of prospective teachers were obtained by asking them to answer open-ended questions in written form. For the data obtained, content analysis was carried out. The findings of the study has indicated that peer evaluation is beneficial in providing affective and academic development, use of metacognitive strategies, and in the points of giving feedback. It has been determined that personal characteristics, personal relations, not being competent at peer assessment and the assessment forms' being overloaded with too many criteria have resulted in a couple of problems at application. Prospective teachers have made suggestions considering the role of the teacher, the features of the assessment group, the means of assessment and the assessment form and they have not welcomed the idea of using the peer assessment points as final grades. Within the frame of the findings of the study, the suggestions have been developed on how to construct peer assessment practices.

show abstract

“…Falchikov and Goldfinch (2000) claim peer learning enables students to take a leading role in learning and to develop autonomy and independence. Moreover, Wong et al (2003, p. 417) propose that students "interacting with a more knowledgeable peer can learn to become as knowledgeable as the peer".…”

Section: Peer Tutoring In the Global Studiomentioning

confidence: 99%

FORMakademisk 8-1 2015 THE WHOLE ISSUE

Reitan¹

2015

FormAkademisk

View full text Add to dashboard Cite

in Oslo. The conference was a cooperative event between the Design Research Society (DRS) and the International Association of Universities and Schools of Design, Art and Media (CUMULUS), and hosted by the Faculty of Technology, Art and Design at HIOA. The theme for the conference was Design Learning for Tomorrow -Design Education from Kindergarten to PhD. The conference received an overwhelming response both ahead of the conference, with 225 admitted papers, and during the conference with 280 delegates from 43 countries listening to 165 presentations and having a good time in Oslo. The last day of the conference was the 17 th of May, Norway National Day, with traditional songs and a children's parade in the centre of Oslo.We see this positive response to the conference as a growing awareness of perceiving design in a broad interdisciplinary perspective in support for a better tomorrow. For years the Design Literacy Research Group, with a base at HIOA in Oslo, has promoted the idea that sustainable design solutions should include more than 'professional' designers; they should also include the general public as 'conscious' consumers and decision makers with responsibility for quality and longevity, as opposed to a 'throw-away' society. This is also the reason why the conference focused on design education from Kindergarten to PhD. This perspective was put forward as a contrast to most design education conferences where there is either a focus on design education for professionals or general education for children and non-designers. In the call for conference papers, we argued for a longitudinal perspective on design education where the education of professional designers is seen in relation to the general education of the public. This is becoming increasingly relevant as more decisions are being made on the basis of visual representations. We regard education at many different levels as important in securing a sustainable future for the design of everyday life solutions. For that, we need qualified and reflective decision makers with a consciousness for quality of design and solutions.Why have these issues of concern been so important for Norwegian researchers within this field? The answer goes back to the 1960 National Curriculum for primary and lower secondary schools in Norway, when art and crafts were merged into one subject. Currently, this subject includes art, architecture, design and visual communication. No other Nordic-or European-country seems to have developed a model similar to this. Today, we see the benefit of this merger where design is at the core of the subject for youngsters-building upon the best from art and the best from craft to become creative problem solvers and critical consumers. Hopefully we will soon see UNESCO or other organizations with responsibility for funding research recognize that we need more research and knowledge on what impacts design education from Kindergarten to PhD have on consumer habits and sustainable development at large. We hope that such projects are not far off...

show abstract

Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks

Cited by 118 publications

References 0 publications

Student perceptions of peer assessment: an interdisciplinary study

Student perceptions of peer assessment: an interdisciplinary study

The opinions of prospective teachers on peer assessment

FORMakademisk 8-1 2015 THE WHOLE ISSUE

Contact Info

Product

Resources

About