Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education
By C. Adachi, J. Tai, Phillip Dawson. 2018
196 citations recorded by the source corpus.
Abstract 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.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/20d3ca5ea9f36cc84a0295a21a77d1d88860ae43
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- David Boud
- Phillip Dawson
- Michael Henderson
- Elizabeth Molloy
- Tracii Ryan
- Michael Phillips
- Paige Mahoney
- D. Carless
Citations in the corpus
- What makes for effective feedback: staff and student perspectives (2019, background): “The near absence of peer feedback is potentially unsurprising, as although we are aware of some use of peer feedback within our contexts, we are also aware of resistance to these approaches from students and educators (Liu and Carless 2006; Tai et al. 2016; Adachi, Tai, and Dawson 2018).”