University students’ experience of ‘scale-referenced’ peer assessment for a consecutive interpreting examination
Bibliographic Data
| ID | 19378129 |
|---|---|
| Authors | Sang-Bin Lee (0000-0003-2140-3266, Hankuk University of Foreign Studies, corresponding author) |
| Year | 2017 |
| Volume | 42 |
| Issue | 7 |
| Pages | 1015-1029 |
| Publication date | 2017-10-03 |
| 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 | 10.1080/02602938.2016.1223269 |
| OpenAlex | W2512777063 |
| Language | EN |
| Citations received | 9 |
| References cited | 50 |
Despite the importance of peer assessment in interpreter education, little is known about how peer assessment is experienced by interpreting students. This case study aims to explore how undergraduate students feel about their scale-referenced, peer assessment activities in/for an interpreting examination. For this purpose, three Korean undergraduate students’ self-reports of what they experienced in a scale-referenced summative peer assessment project were analysed in detail, using Giorgi’s descriptive phenomenological method. The analysis revealed a general meaning structure consisting of the following six constituents: the students (1) worry about the proposed peer assessment scheme and their ability, (2) feel empowered and responsible, (3) realise that assessment results may be greatly divergent, (4) have difficulty applying criteria in practice and suffer from rating fatigue, (5) believe that peer assessment is reliable and helpful and (6) express regrets about feedback. This study provides a better empirical understanding of what peer assessment is like, particularly for teachers interested in scale-referenced, summative peer assessment
CLARITY · Formative assessment · Higher education · Mathematics education · Medical education · Pedagogy · Peer Assessment · Peer evaluation · Peer feedback · Summative assessment · Higher Education Learning Practices · Interpreting and Communication in Healthcare · Medicine · Psychology · Student Assessment and Feedback
Peer and teacher assessment of second-language writing in high- and low-stakes conditions
Interpreting quality assessment re-imagined
Modeling listeners’ perceptions of quality in consecutive interpreting
Exploring how rubric training influences students’ assessment and awareness of interpreting
A longitudinal quantitative investigation into the concurrent validity of self and peer assessment applied to English-Chinese bi-directional interpretation in an undergraduate interpreting course
Modeling the relationship between utterance fluency and raters’ perceived fluency of consecutive interpreting
Interpreting testing and assessment
Latent trait modelling of rater accuracy in formative peer assessment of English-Chinese consecutive interpreting
Accuracy of peer ratings on the quality of spoken-language interpreting
Phenomenological research methods
Qualitative research in psychology
Crafting Phenomenological Research
Language and meaning
The Descriptive Phenomenological Psychological Method
Improving the effectiveness of peer feedback for learning
What the Student Does
Student Peer Assessment in Higher Education
Focus on Formative Feedback
Peer assessment in problem based learning
Peer assessment of language proficiency
How to achieve accurate peer assessment for high value written assignments in a senior undergraduate course
Peer assessment in university teaching
Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes
‘I’m not here to learn how to mark someone else’s stuff’
Using self- and peer-assessments for summative purposes
‘Some kind of weird, evil experiment’
Improving engagement
Peer Assessment Training in Teacher Education
The impact of an elaborated assessee’s role in peer assessment
The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment
Assessment training effects on student assessment skills and task performance in a technology-facilitated peer assessment
An Examination of the Use of Peer Rating for Formative Assessment in the Context of the Theory of Consumption Values
Students’ experience of peer assessment in a professional course
The Use of Student Derived Marking Criteria in Peer and Self-assessment
But is it fair? Developing students’ understanding of grading complex written work through peer assessment
The assessment cycle
Student perspectives on formative peer assessment
The Importance of Marking Criteria in the Use of Peer Assessment
Understanding the rules of the game
The effects of feedback interventions on performance
A Phenomenological Psychological Study of the Police Officer’s Lived Experience of the Use of Deadly Force
Ideas pertaining to a pure phenomenology and to a phenomenological philosophy
Developing an analytic scale for assessing undergraduate students’ consecutive interpreting performances
The Power of Feedback
Unfolding the Phenomenological Research Process
| Unique citing works | 9 |
|---|---|
| Citations per year | 1,13 |
| Citation span | 2018 - 2024 (7) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |