University Students’ Perceptions of and Attitudes Toward (Online) Peer Assessment

Wen, Meichun Lydia; Tsai, Chin Chung

doi:10.1007/s10734-004-6375-8

Cited by 212 publications

(144 citation statements)

References 33 publications

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“…Wen and Tsai (2006) found that university students' attitudes towards peer-assessment were generally positive; however, there was a lack of self-confidence in their ability to mark their classmates' work and, reciprocally, they were apprehensive about peer criticism. Karaca (2009) encountered similar results when carrying out a study into teacher trainee's opinions of peer assessment.…”

Section: Peer-assessment Reviewmentioning

confidence: 92%

A Simulated peer-assessment approach to improve students’ performance in numerical problem-solving questions in high school biology

Scott

2016

Journal of Biological Education

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Basic mathematical fluency is a prerequisite for success in a wide array of areas in biology and it has been noted that many students are deficient in this skill. In this paper, the use of a simulated peer-assessment activity is investigated as a method to improve performance in numerical problem solving questions in high school biology. Additionally, the benefits of using simulated, rather than real, student's answers in peer-assessment is discussed. The study involved a small cohort of students who carried out a simulated peer-assessment as a classroom activity and their improvement in performance and attitude towards the activity was measured. The results demonstrate that a simulated peer-assessment activity is suitable as a replacement for standard peer-assessment and that students' attitudes favour the simulated approach.

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Section: Peer-assessment Reviewmentioning

confidence: 92%

A Simulated peer-assessment approach to improve students’ performance in numerical problem-solving questions in high school biology

Scott

2016

Journal of Biological Education

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“…Such studies using interactive feedback via technological devices were excluded, such as computer-based formative assessment (Hodgson & Pang, 2012;Hung, Lin, & Hwang, 2010;Jingzheng & Yuanbing, 2014;Wen & Tsai, 2006) and a study on mobile formative assessment by Hwang (2011).…”

Section: Journal Of Social Science Studiesmentioning

confidence: 99%

Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

Quyen¹,

Khairani²

2016

jsss

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This paper aims to review research on the challenges of implementing formative assessment in Asian classrooms. Multiple electronic databases were used to search for relevant articles and twenty-one studies were selected. The challenges faced while conducting formative assessments were analyzed and categorized into three levels (micro-, meso-and macro-level) based on Kozma's model, which examines contextual factors influencing teachers' classroom instructional practice as well as inherent disadvantages of formative assessment, namely, being time-consuming and demanding a heavy workload. The findings showed that the majority of challenges were on the micro and macro-levels, and were basic formative assessment disadvantages. Significantly, 80 percent of the studies reviewed reported inadequate knowledge of formative assessment among teachers at the micro-level. This is a vital issue for future research on formative assessment in Asian countries and highlights the ISSN 2329-9150 2017 http://jsss.macrothink.org 161 need to draw more attention to training teachers through effective professional development programs. Future studies in this area should focus on practical formative assessment activities to reconcile formative assessment theories within the Asian culture and conditions. Journal of Social Science Studies

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“…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%

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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University Students’ Perceptions of and Attitudes Toward (Online) Peer Assessment

Cited by 212 publications

References 33 publications

A Simulated peer-assessment approach to improve students’ performance in numerical problem-solving questions in high school biology

A Simulated peer-assessment approach to improve students’ performance in numerical problem-solving questions in high school biology

Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

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

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