Developing Procedures for Implementing Peer Assessment in Large Classes Using an Action Research Process

By R. Ballantyne, K. Hughes, Aliisa Mylonas. 2002

349 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a0c22587c91da8e63ca3f8d4324277ab3de1952a

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In Education

Citations in the corpus

University Students’ Perceptions of and Attitudes Toward (Online) Peer Assessment (2006, background): “However, other research has suggested that anonymous assessment could provide more truthful and appropriate attitudes toward the assessment processes (Ballantyne et al. 2002; Lejk and Wyvill 2001).”
Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features (2009, background): “Ballantyne et al. (2002), citing various studies, indicate that it is common to find that students feel assessment to be the responsibility of teachers, who are recognized as experts.”
Peer and self‐assessment in the first year of university (2011, background): “Examples include Ballantyne, Hughes, and Mylonas, 2002 and Boud, 1991 and 1995.”
Student perspectives on formative peer assessment: an attempt to deepen learning? (2009, background): “Research by Ballantyne, Hughes, and Mylonas ( 2002 ) notes students commonly report that assessing their own work or that of their peers can be personally motivating; aid knowledge and understanding of subject content; help their learning; and help them understand the assessment process more fully.”
Accuracy of students' self‐assessment and their beliefs about its utility (2010, background): “Race (1998) goes on to say that as peer assessment requires students to use their knowledge and skills to review, clarify and correct others’ work, this in turn would enhance the metacognitive understanding about their own learning process (see also Ballantyne, Hughes, and Mylonas 2002).”
Handbook of Research on Learning and Instruction (2011, background): “Although research examining these variables in association with motor skill learning is progressing, at the present time it is not yet possible to draw conclusions about the association between these variables and motor skill development.”
Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills (2018, background): “…understand the criteria for assessment and the assessment process, adapt assessment methods to teaching goals, identify the strengths and weaknesses of their performances and reinforce their understanding of their discipline and improve future performances (Ballantyne, Hughes, and Mylonas 2002).”
Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills (2018, background): “The existing research suggests that retaining anonymity for assessors is one of several factors that encourages student participation (Ballantyne et al. 2002; Vickerman 2009).”
Peer review in higher education: Student perceptions before and after participation (2014, positive): “It is widely acknowledged that peer assessment has the potential to be a valuable and effective education tool (Ballantyne et al., 2002; Falchikov, 2005; Gielen et al., 2011).”
A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum (2010, background): “However, the interaction of both effects is precisely what happens in classrooms where it is often not feasible for teachers to provide frequent individual feedback to students on multiple assignments (Ballantyne et al , 2002 ).”
An inventory of peer assessment diversity (2011, neutral): “Ballantyne, Hughes, and Mylonas 2002 ; Falchikov and Goldfinch 2000 ).”