期刊
ASSESSMENT & EVALUATION IN HIGHER EDUCATION
卷 35, 期 5, 页码 551-564出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/02602931003632381
关键词
peer assessment; formative assessment; utilising feedback; case study; emotional impact
The literature is increasingly drawing attention to the gap between feedback given to students and feedback used by students. This paper reflects on the beginnings of an evaluation into the potential of peer assessment to act as a vehicle to enable students to make use of the feedback they receive. A case study is presented within an action research paradigm outlining the introduction of a peer formative assessment process. Current findings highlight the importance of appreciating the emotional as well as the cognitive aspects of peer learning and suggest that cultural shifts at programme level may be required for peer assessment to be most effective.
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