Structured Peer Review as Authentic Assessment in Digital Media Education
A Human-Mediated Foundation for Feedback Literacy and Self-Regulated Learning
Bibliographic Data
| ID | 22048832 |
|---|---|
| Authors | Regina John Luan (0000-0001-6686-8214, Indigenous Wellbeing Centre), Ramadas Narayanan (0000-0002-5111-322X, Indigenous Wellbeing Centre) |
| Year | 2026 |
| Volume | 16 |
| Issue | 6 |
| Pages | 818 |
| Publication date | 2026-05-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16060818 |
| OpenAlex | W7162332696 |
| Language | EN |
| References cited | 18 |
Peer review is a cornerstone of authentic assessment in Digital Media education, yet its role in self-regulated learning remains underexplored, particularly as generative AI reshapes assessment. This study analyses structured peer review practices across three undergraduate units in an Australian Bachelor of Digital Media program, using artefacts created before generative AI became widespread. Guided by Zimmerman’s model of self-regulated learning and Self-Determination Theory, the analysis examines how students engage with assessment. It identifies three recurring mechanisms: rubric calibration, justified critique, and revision reflection. These mechanisms align with the forethought, performance, and self-reflection phases of learning. Together, they show how human-mediated assessment supports students’ capacity to judge quality, use feedback, and make revision decisions. The paper proposes a three-tier hybrid assessment model as a design-oriented implication rather than an empirically tested AI intervention
Assessment for learning · Authentic assessment · Bachelor · Cornerstone · Digital Literacy · Digital media · Peer Assessment · Peer feedback · Rubric · Innovative Teaching and Learning Methods · Reflective Practices in Education · Student Assessment and Feedback
Rethinking Assessment in Higher Education
Metacognition in Educational Theory and Practice
Self-Determination Theory
Peer feedback
Supporting Learners' Agentic Engagement With Feedback
Self-Regulation
From Cognitive Modeling to Self-Regulation
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning
Student revision with peer and expert reviewing
A scoping review on how generative artificial intelligence transforms assessment in higher education
A Review of Self-regulated Learning
Intrinsic and extrinsic motivation from a self-determination theory perspective
A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation
The development of student feedback literacy
Discourses of artificial intelligence in higher education
Peer Assessment Between Students in Colleges and Universities
The Power of Feedback
Formative assessment and self-regulated learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |