NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ832790
Record Type: Journal
Publication Date: 2009-Apr
Pages: 10
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0260-2938
Student Perspectives on Formative Peer Assessment: An Attempt to Deepen Learning?
Vickerman, Philip
Assessment & Evaluation in Higher Education, v34 n2 p221-230 Apr 2009
Peer assessment is a common form of shared learning in which students provide feedback on each others work. Peer assessment takes many forms; and involves students and tutors taking various roles at different stages of the process. This study explores the views and opinions of undergraduate students in relation to their perceptions and experiences of formative peer assessment introduced as a learning development opportunity for the first time. The study found that on the whole formative peer assessment was a positive experience in enhancing students learning and development. However, consideration needs to be taken to address individual learning styles, as a limited number of students found the process to be less useful. Consequently, when tutors are constructing peer assessment strategies they should be cognisant at the planning stage of the variety of learning styles that are evident in order to maximise the development opportunities this can bring to students. (Contains 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom