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ERIC Number: EJ1096345
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1470-3297
Enhancing International Postgraduates' Learning Experience with Online Peer Assessment and Feedback Innovation
Chew, Esyin; Snee, Helena; Price, Trevor
Innovations in Education and Teaching International, v53 n3 p247-259 2016
Internationalisation and assessment and feedback are one of the main research agenda in the UK higher education. The study reports the Higher Education Academy Economics Network-funded research for international students' experience with peer assessment and feedback innovation. The Vygotsky's Zone of Proximal Development (ZPD) theoretical framework is used to analyse students' experience. The finding demonstrates that peer assessment practice enhances assessment and feedback experience for international students. However, the heterogeneity in assessors' ability levels may affect the confidence of students in peer assessment. Independent justification for providing peer assessment or making sense of received feedback is necessary. The model of PeerMark's ZPD is suggested to become part of the peer assessment for learning ecosystem in order to empower learning experience rather than to provoke diffidence.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Cameroon; China; India; Mexico; Nigeria; Pakistan; Spain; Tanzania