Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment

Bloxham, Sue and West, Amanda (2004) Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment. Assessment & Evaluation in Higher Education, 29 (6). pp. 721-733. ISSN 0260-2938

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Abstract

Students need to understand assessment processes in order to succeed in higher education. However, recent research has identified how difficult it is for students to become absorbed into the assessment culture of their disciplines, with a recognition that providing written criteria and grade descriptors is not enough to make this tacit ‘knowledge’ transparent to novice students. This paper reports on an experiment where sports studies students used assessment criteria to mark their peers work coupled with an assessment of their peer marking and feedback comments. The latter was included to encourage students to engage with the peer assessment in some depth. Analysis of the data indicates considerable benefits for the students in terms of use of criteria,
awareness of their achievements and ability to understand assessment feedback.

Item Type: Article
Additional Information: "This is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in Assessment & Evaluation in Higher Education 2004 [copyright Taylor & Francis], available online at: http://www.tandfonline.com/doi/full/10.1080/0260293042000227254."
Subjects: Education > Higher Education
Divisions: Faculty of Applied Sciences > Department of Sport and Excercise Sciences
Depositing User: Amanda West
Date Deposited: 24 Jan 2013 10:17
Last Modified: 19 Sep 2017 18:22
URI: http://sure.sunderland.ac.uk/id/eprint/3335

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