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

Bloxham, Susan; West, Amanda

doi:10.1080/0260293042000227254

Cited by 153 publications

(98 citation statements)

References 13 publications

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“…Cheng & Warren (1997) proposed that in order to help students cultivate positive attitudes towards peer assessment, it was necessary to : a) provide comprehensive training to them, b) involve them in the discussion of establishing feedback criteria, c) come to a mutual agreement between teacher and students on the appropriate weightage of the final grade/mark, and d) instil a sense of awareness and responsibility in the group of students. Bloxham & West (2004) also explored how training provision for the assessment process might develop students' understanding of assessment criteria. Their findings revealed that students believed that the feedback criteria appeared to help them improve their performance and mark their peers' work more accurately.…”

Section: Recommendations By Previous Studies On Peer Assessment and Pmentioning

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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Section: Recommendations By Previous Studies On Peer Assessment and Pmentioning

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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“…regardless of purpose (i.e., accountability or improvement). Research into students' preferences for alternative assessments (such as portfolios, projects, self-assessment, peer-assessment, and other non-examination assessments) shows that the assessments that have been positively evaluated by students were more authentic and thus made learning more realistic or powerful (Andresen et al 1994;Slater 1996;Sambell et al 1997;Segers and Dochy 2001;Bloxham and West 2004). Slater (1996) found that some students thought that they would remember what they learned for longer because the work to produce a portfolio helped them internalise the material.…”

Section: Assessment Is Enjoyablementioning

confidence: 99%

Students’ conceptions of assessment: Links to outcomes

Brown

Hirschfeld

2008

Assessment in Education: Principles, Policy & Practice

136

113

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Students conceive of assessment in at least four major ways (i.e., assessment makes students accountable; assessment is irrelevant because it is bad or unfair; assessment improves the quality of learning; and assessment is enjoyable). A study in New Zealand of 3469 secondary school students' conceptions of assessment used a self-report inventory and scores from a standardised curriculum-based assessment of reading comprehension. Four inter-correlated conceptions based on 11 items were found with good psychometric properties. A path-model linking the four correlated conceptions with student achievement in reading, while taking into account student ethnicity, student sex, and student year, had good psychometric properties. The conception that assessment makes students accountable loaded positively on achievement while the three other conceptions (i.e., assessment makes schools accountable, assessment is enjoyable, and assessment is ignored) had negative loadings on achievement. These findings are consistent with self-regulation and formative assessment theories, such that students who conceive of assessment as a means of taking responsibility for their learning (i.e., assessment makes me accountable) will demonstrate increased educational outcomes.

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“…In a seminal study led by Falchikov (1986), students involved in peer-assessment not only said it was challenging but also acknowledged the development of their own critical thinking skills. Another study conducted by Bloxham and West (2004) pointed out that peer-assessment not only supported independent learning but also developed a consciousness about the criteria used on the assessment process. However, there are also pitfalls of peer-assessment in terms of concerns regarding size of classes, accuracy and efficacy (Boud et al, 2014;Ng & Earl, 2008;Taylor, 2008).…”

Section: Self and Peer Assessmentsmentioning

confidence: 99%

Authentic Assessment Design in Accounting Courses: A Literature Review

2018

Proceedings of the 2018 InSITE Conference

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature which focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments Background: This paper reviews examples of authentic assessments that are available and have been used by accounting educators and educators in general. It highlights the skills that might be developed with each assessment Methodology: A review of literature on authentic assessment design and examples of authentic assessments like portfolios, reflective journals, presentations, reports peer and self-assessment was conducted. Contribution: This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Findings: Authentic assessments are a form of learning. They help graduates develop skills and attribute that will make them work-ready and capable of handling a lot of real life practical work situations. Recommendations for Practitioners: Accounting educators may find guidelines in this paper which will help them understand authentic assessments and enlighten them on the challenges they may encounter when implementing the assessments Recommendation for Researchers: There is a need for future researchers to contribute more to this topic so as to increase the variety and amount of literature available for those wishing to engage with authentic curriculum design in accounting. Impact on Society: This paper may also be of use to prospective employers wishing to gain a clear understanding of the skills inherent in prospective graduates who may have been exposed to authentic assessments. Accounting students and graduates may find this paper useful as it will help them comprehend the importance of some the assessments with the backing and assurance from the literature. Future Research: Future research may focus on the challenges in implementing authentic assessments. It would also be great to see more research addressing the perceptions of educators towards authentic assessments.

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

Cited by 153 publications

References 13 publications

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

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

Students’ conceptions of assessment: Links to outcomes

Authentic Assessment Design in Accounting Courses: A Literature Review

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