Repositioning peer marking for feedback literacy in higher education
Bibliographic Data
| ID | 19378697 |
|---|---|
| Authors | María Fernández-Toro (0000-0001-8674-6513, The Open University, corresponding author), Annette Duensing (0000-0001-6313-4792, The Open University) |
| Year | 2021 |
| Volume | 46 |
| Issue | 8 |
| Pages | 1202-1220 |
| Publication date | 2021-11-17 |
| 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 | 10.1080/02602938.2020.1863911 |
| OpenAlex | W3114345013 |
| Language | EN |
| Citations received | 10 |
| References cited | 27 |
While the benefits of peer review on feedback literacy are widely recognised, peer marking tends to be associated with summative assessment, and often dismissed as a legacy from outdated approaches where assessment was used for measuring learning rather than as a means of achieving it. This paper repositions peer marking as a means of developing feedback literacy within a sustainable model of assessment. It presents an illustrative study where formative peer marking was integrated in a first-year distance learning undergraduate module in language studies, using digital asynchronous tools. Student engagement among the cohort ( N = 939), as well as students’ learning behaviours and attitudes to peer marking, were evaluated through a combination of quantitative and qualitative methods. Patterns of student engagement varied, with 41% of the cohort engaging in some way, but only 17% completing all task components. Thematic analysis of student forum discussions reveals that the process of marking and comparing marks did elicit an array of critical evaluation strategies among the latter group. Comments voiced by those students as to the value of peer marking were also positive, though it is also noted that this was a self-selected group. A roadmap for the graded integration of peer assessment across the curriculum is proposed
Curriculum · Focus group · Formative assessment · Literacy · Mathematics education · Medical education · Multimethodology · Pedagogy · Peer Assessment · Peer feedback · Qualitative research · Sociology · Summative assessment · Thematic analysis · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Student Assessment and Feedback
Expert interview study on the pedagogical aspects and practical implementation of virtual laboratories
Comprensión lectora en los estudiantes
Pedagogical intentions behind teacher written feedback
Online peer feedback via Moodle forum
Enhancing peer feedback provision through user interface scaffolding
Feedback literacy
Can students’ feedback literacy be improved? A scoping review of interventions
How do teachers design and do feedback? Development and validation of the teacher feedback literacy scale
Developing and validating a student feedback literacy scale
Enabling and valuing feedback literacies
Peer feedback
Developing evaluative judgement
Conceptualizing feedback literacy
The Impact of Self- and Peer-Grading on Student Learning
Student Peer Assessment in Higher Education
Students’ perceptions about peer assessment for writing
Know what I mean? Enhancing student understanding of assessment standards and criteria
Managing dialogic use of exemplars
Beyond feedback
Reconsidering student feedback literacy from an ecological perspective
Assessment in higher education
Developing a learning-centred framework for feedback literacy
Rethinking feedback practices in higher education
Towards an integrated model for developing sustainable assessment skills
The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment
Rethinking models of feedback for learning
Using Observational Methods to Research the Student Experience
The development of student feedback literacy
Peer Assessment Between Students in Colleges and Universities
Mixed Methods Research
Formative assessment and self-regulated learning
It'd be useful, but I wouldn't use it
Therapeutic Songwriting in Music Therapy
| Unique citing works | 10 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |