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ERIC Number: EJ1153234
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0260-2938
Students' Reception of Peer Assessment of Group-Work Contributions: Problematics in Terms of Race and Gender Emerging from a South African Case Study
Thondhlana, Gladman; Belluigi, Dina Zoe
Assessment & Evaluation in Higher Education, v42 n7 p1118-1131 2017
Participatory assessment is increasingly employed in higher education worldwide as a formative mechanism to support students' active learning. But do students in an increasingly relationally diverse environment perceive that peer assessment of individuals' contributions to group-work tasks enhances their learning? Recognising the impact of students' conceptions on the quality of their learning, this study considers students' perspectives of peer assessment of group-work contributions at a South African university. Questionnaires elicited students' perspectives of and general attitudes towards assessment of and by their peers. A growing measure of discontent with the process of assessing peer contributions to group tasks emerged, including actual and perceived racial and gender stereotyping, and related rejection-sensitivity. These initial findings were checked against the students' experiences in a report-and-respond process that enabled probing discussions of the interpretations. This paper examines and explores the implications of such identifications and receptions for learning engagement and group-work curriculum development in the context of a rapidly transforming higher education sector.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A