Grudges and gratitude
The social-affective impacts of peer assessment
Bibliographic Data
| ID | 19378546 |
|---|---|
| Authors | Jiming Zhou (0000-0003-3797-0441, Fudan University), Yongyan Zheng (0000-0002-0664-3942, Fudan University, corresponding author), Jeanne Tai (0000-0002-8984-2671, Deakin University) |
| Year | 2020 |
| Volume | 45 |
| Issue | 3 |
| Pages | 345-358 |
| Publication date | 2020-04-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2019.1643449 |
| OpenAlex | W2962911309 |
| Language | EN |
| Citations received | 39 |
| References cited | 34 |
Students’ dissatisfaction with peer assessment has been widely documented. While most relevant literature places focus on the cognitive (content and uptake of feedback) or structural (feedback design) dimensions, students’ emotions in peer assessment have received scant attention. This study investigates the social-affective impacts of peer assessment by analysing students’ appeal letters addressed to their tutors, reflective posts in the online discussion forum and responses to a survey. A thematic analysis of data indicated three main aspects of students’ (dis)satisfaction: content, scores and process of peer assessment. The most negative emotion that students expressed was related to ‘disrespectful’ behaviour and attitudes of peer reviewers, whereas the feeling of appreciation was triggered by the helpful feedback attributes which were perceived as reflecting reviewers’ respect to others’ works. Students generally held mixed feelings toward peer assessment, valuing learning in the process of providing and receiving feedback but showing resistance to using peer assessment for summative purposes. The findings highlight the significance of respect in peer assessment and argue that the perceived lack of mutual respect seems to underpin the nature of students’ dissatisfaction. This study carries implications for nurturing students’ respectful attitudes and behaviour in and through peer assessment
Feeling · Formative assessment · Gratitude · Higher education · Pedagogy · Peer Assessment · Peer evaluation · Peer feedback · Peer review · Qualitative research · Summative assessment · Thematic analysis · Applied Psychology · Evaluation of Teaching Practices · Higher Education Learning Practices · Psychology · Social Psychology · Student Assessment and Feedback
An exploratory study of student perceptions of equity in peer assessment as part of independent group work
‘A Different Voice’ in Peer Feedback
Peer Scaffolding Patterns Across Group Engagement Levels in L2 Collaborative Process Writing
EFL student engagement with giving peer feedback in academic writing
Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives
Percepción del alumnado universitario sobre la evaluación por pares en tareas de escritura
Artificial intelligence-supported procedural scaffolding for promoting EFL learners’ writing performance in flipped peer assessment activities
Designing effective peer assessment processes in higher education
Examining the relationship between peer feedback classified by deep learning and online learning burnout
Backward evaluation in peer assessment
Facilitating critical thinking in decision making-based professional training
What task to offload to GenAI in the writing feedback process? – Effects of task-offloading approaches on EFL learners’ writing skill development
Postgraduate students’ engagement with giving peer feedback in academic writing
Comparing motivational features between feedback givers and receivers in English speaking class
An ecological perspective on learner agency
Online peer-assessment quality control
Understanding changes in learner engagement with peer feedback giving in EFL writing
Peer feedback in higher education
Student rating consistency in online peer assessment from the perspectives of individual and class
A study on the effect of peer assessment on children's knowledge construction processes based on Epistemic Network Analysis
What does it take to provide effective peer feedback
An empirical study of peer feedback in translation didactics
Towards an ecological understanding of student emotions in feedback
The development of student feedback literacy
How conceptualising respect can inform feedback pedagogies
Students’ perceptions of peer review for assessing digital multimodal composing
Understanding the place and value of GenAI feedback
Exploring Chinese EFL undergraduates’ academic emotions in giving and receiving peer feedback on writing
Student voice in assessment and feedback (2011–2022)
A systematic review on peer assessment
Peer assessment as a learning and self-assessment tool
How is theory used in assessment and feedback research? A critical review
Researching student agency in digital education as if the social aspects matter
A dialogic technology-mediated model of feedback uptake and literacy
More enjoyable to give or to receive? Exploring students’ emotional status in their peer feedback of academic writing
The human touch of feedback
University Preparation Programs in Australia
Digital peer assessment in school teacher education and development
Problem-based learning, self- and peer assessment in higher education
Handbook of Motivation at School
Dialogue within peer feedback processes
The feedback triangle and the enhancement of dialogic feedback processes
Academic emotions in written corrective feedback situations
Developing evaluative judgement
Educational Assessment Knowledge and Skills for Teachers
Two Kinds of Respect
Student justice perceptions following assignment feedback
Examining the nature and effects of feedback dialogue
Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education
‘Only true friends could be cruelly honest’
‘I’m not here to learn how to mark someone else’s stuff’
Understanding student engagement with peer feedback on master’s theses
What makes for effective feedback
‘Some kind of weird, evil experiment’
Feeling feedback
Researching feedback dialogue
Peer feedback on academic writing
Sustainable assessment revisited
Thanks, but no-thanks for the feedback
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
Chinese award-winning tutors’ perceptions and practices of classroom-based assessment
The development of student feedback literacy
Using thematic analysis in psychology
Formative assessment and self-regulated learning
The relationship between classroom assessment and undergraduates' learning within Chinese higher education system
| Unique citing works | 39 |
|---|---|
| Citations per year | 6,5 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 39 |