The role of self and peer assessment in Higher Education
Bibliographic Data
| ID | 4098235 |
|---|---|
| Authors | M C Iglesias Pérez (0000-0001-9533-8247, Universidade de Vigo), J Vidal-Puga (0000-0001-5640-1653, Universidade de Vigo), Margarita Pino-Juste (0000-0002-2551-5903, Universidade de Vigo, corresponding author) |
| Year | 2022 |
| Volume | 47 |
| Issue | 3 |
| Pages | 683-692 |
| Publication date | 2022-03-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2020.1783526 |
| OpenAlex | W3035773391 |
| Language | EN |
| Citations received | 22 |
| References cited | 26 |
Self-assessment and peer assignment have clear advantages for the training of responsible, critical, and reflective professionals. In recent years, self and peer evaluation have also been shown to be even more effective than lecturer evaluation when we assure anonymity through online platforms learning tools. Therefore, self and peer assessments are to become a core aspect of student-centred evaluation processes in Higher Education. Besides, a high concordance with lecturer evaluation may allow lecturers to also benefit from self and peer evaluation without an increase in their workload. In the present work, we compare the formative evaluation from the lecturer with the self and peer assessments through a virtual learning environment. The subject of study if formed by assessments prepared by students in a first-year course in a Social Sciences degree at the Universidade de Vigo, Spain. We find a strong concordance between peer assessment and lecturer assignment, and a moderate agreement between self-assessment and lecturer assignment. These results show that students perform well as peer evaluators, with peer assignment being a procedure with high validity and reliability
Anonymity · Concordance · Formative assessment · Higher education · Mathematics education · Medical education · Pedagogy · Peer Assessment · Peer evaluation · Peer feedback · Self-assessment · Summative assessment · Workload · Computer Science · Evaluation of Teaching Practices · Medicine · Neuroblastoma Research and Treatments · Psychology · Student Assessment and Feedback
Towards a Framework to Support the Implementation of Digital Formative Assessment in Higher Education
The Role Of Peer Assessment Model With A Web Platform In Participation And Learning Achievement Of Students
La evaluación en línea en el punto de mira
A review of feedback models and typologies
Using blended and online learning to increase appreciation of learning outcomes
Online Peer Assessment for Learning
Self-Determined Learning in a Multicultural Context of Teacher Education
Topic Modeling on Peer Interaction in Online and Mobile Learning of Higher Education
Exploring Effective Physics Teaching Strategies in High Schools during the Covid-19 Pandemic
The impact of peer feedback features on feedback receivers' implementation in university classrooms
A proposed methodology for investigating student-chatbot interaction patterns in giving peer feedback
An online progressive peer assessment approach to project-based learning
From emotion to action
Teachers’ doings in the AI era
Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load
Automatic evaluation of open-ended questions for online learning. A systematic mapping
Steps to implementation
Assessment cultures in transition
Developing assessment literacy among trainee translators
Integrating peer assessment into experiential learning
Let the students be heard – student voices on teaching excellence awards
Development and validation of the peer assessment motivation scale (Pams) in higher education
Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity
Developing evaluative judgement
Statistical Methods for Assessing Agreement Between Two Methods of Clinical Measurement
The validity and students’ experiences of peer assessment in a large introductory class of gene technology
Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills
Outcomes of synergetic peer assessment
Formative self-and peer assessment for improved student learning
An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading
Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used
The use of self-, peer and co-assessment in higher education
Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education
Decomposing self-estimates of intelligence
Peer assessment without assessment criteria
Making judgements
| Unique citing works | 22 |
|---|---|
| Citations per year | 5,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |