The Use of Student Derived Marking Criteria in Peer and Self-assessment

Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment

“…However, despite assertions by Purchase (2000) that peer-assessment requires specific criteria that students understand, research by Orsmond et al (1996Orsmond et al ( , 2000Orsmond et al ( , 2002 and Rust (2002) indicates that even where there were both written and verbal Marking peer assessment 723 briefings, students still differed in their understanding of some criteria in comparison with both their peers and their tutors.…”

“…Teachers' conceptions of quality are typically held, largely in unarticulated form, inside their heads as tacit knowledge. (p. 126; cited in Orsmond et al, 2000) Recent research has also explored the difficulty of understanding assessment from the students' point of view (Lea & Street, 2000). Elwood and Klenowski (2002) draw on the notion of 'communities of shared practice' and a social constructivist theory of learning in recognizing that students only come to be absorbed into the 'culture of practice', and thus learn about assessment, through participation in the assessment process.…”

“…Therefore, various forms of peer-and self-assessment have emerged, in part because of the opportunity they provide for students to participate in assessment practice (Orsmond et al, 2000). Active engagement with assessment criteria during peer marking is seen as beneficial in helping students understand how they will be assessed by tutors (Elwood & Klenowski, 2002).…”

“…For Orsmond et al (2000), misunderstanding particularly applied to criteria that involved higher order thinking skills, such as evaluating whether a poster demonstrated a 'clear and justified conclusion'. They experimented with students devising their own criteria, but, because the agreement between student and tutor marking was not enhanced, they concluded that there was no evidence that student-generated criteria improved their understanding of the criteria or how to use them.…”

Utilité des échelles descriptives et différences individuelles dans l’autoévaluation de l’écrit

“…Orsmond, Merry et Reiling (2002) ont démontré que l'utilisation de critères de correction conjointement avec des copies types a pour effet d'accroître le degré d'accord entre le tuteur et l'étudiant. Ce résultat diffère d'une recherche précédente d 'Orsmond, Merry et Reiling (2000) alors que la discussion des critères, sans utilisation de copies types, n'avait eu aucun effet sur le degré d'accord tuteur-étudiant. Selon Orsmond et collaborateurs (2002, p. 318), la participation à la construction des critères et la discussion de ces critères au moyen de copies types a permis aux étudiants de mieux comprendre ce qui était requis et de mieux discriminer entre les niveaux de performance.…”