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ERIC Number: EJ1163049
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0260-2938
Academics' Perceptions of the Benefits and Challenges of Self and Peer Assessment in Higher Education
Adachi, Chie; Tai, Joanna Hong-Meng; Dawson, Phillip
Assessment & Evaluation in Higher Education, v43 n2 p294-306 2018
Despite compelling evidence of its potential effectiveness, uptake of self and peer assessment in higher education has been slower than expected. As with other assessment practices, self and peer assessment is ultimately enabled, or inhibited, by the actions of individual academics. This paper explores what academics see as the benefits and challenges of implementing self and peer assessment, through the analysis of interviews with 13 Australian academics. Thematic analysis of our qualitative data identified seven themes of benefits and five challenges. Our academics showed strong belief in the power of self and peer assessment as formative assessment, contrary to past literature which has focussed on the accuracy of students' marking. This paper therefore brings insights as to not only what academics value about self and peer assessment but also identifies potential inhibitors in practice. Recommendations are made about improving the design and implementation of self and peer assessment in higher education.
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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: Australia
Grant or Contract Numbers: N/A