An Examination of the Use of Peer Rating for Formative Assessment in the Context of the Theory of Consumption Values

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Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models (2017, background): “Previous studies have outlined many benefits of peer feedback for student learning, including enhanced knowledge of subject matter, feedback from a range of sources, constructive reflection, attention to detail, critical analysis, critical thought and improved quality of work (Davies, 2000; Nicol et”
A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum (2010, background): “The potential embarrassment of colleagues—rather than teachers—judging their work brings about an increase in the time and effort students spend on assignments (Tsui & Ng, 2000 ; Pope, 2001 ; Gibbs & Simpson, 2004 ).”
Goals of peer assessment and their associated quality concepts (2011, background): “Cole ( 1991 ) and Pope ( 2001 , 2005 ) also found that learners’ self‐perceived academic competence and self‐esteem were more powerfully affected by their peers’ evaluation than by their teacher’s.”
The impact of stress in self‐ and peer assessment (2005, background): “Similarly, Pope (2001) proposed that where students were aware that they would have their work peer-assessed they would (a) work harder, and (b) be subjected to greater levels of work-related stress.”