Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education

References

• Adachi, C., J. Tai, and P. Dawson. 2016. “Enabler or Inhibitor? Educational Technology in Self and Peer Assessment.” Proceeding of Ascilite 2016 Show Me The Learning Adelaide. Australia.
   Google Scholar
• Ajjawi, R., and D. Boud. 2017. “Researching Feedback Dialogue: An Interactional Analysis Approach.” Assessment & Evaluation in Higher Education 42 (2): 252–265.10.1080/02602938.2015.1102863
   Web of Science ®Google Scholar
• Bearman, M., P. Dawson, S. Bennett, M. Hall, E. Molloy, D. Boud, and G. Joughin. 2017. “How University Teachers Design Assessments: A Cross-disciplinary Study.” Higher Education 74 (1): 49–64.10.1007/s10734-016-0027-7
   Web of Science ®Google Scholar
• Bennett, S., P. Dawson, M. Bearman, E. Molloy, and D. Boud. 2017. “How Technology Shapes Assessment Design: Findings From a Study of University Teachers.” British Journal of Educational Technology 48 (2): 672–682. doi:10.1111/bjet.12439.
   Web of Science ®Google Scholar
• Berg, M., and B. Seeber. 2016. Slow Professor: Challenging the Culture of Speed in the Academy. Toronto: University of Toronto Press.
   Google Scholar
• Boud, D. 1999. “Avoiding the Traps: Seeking Good Practice in the Use of Self Assessment and Reflection in Professional Courses.” Social Work Education 18 (2): 121–132.10.1080/02615479911220131
   Google Scholar
• Boud, D., R. Cohen, and J. Sampson. 2014. Peer Learning In Higher Education: Learning from and with Each Other. London: Routledge.
   Google Scholar
• Boud, D., and N. Falchikov. 1989. “Quantitative Studies of Student Self-assessment in Higher Education: A Critical Analysis of Findings.” Higher Education 18 (5): 529–549.10.1007/BF00138746
   Web of Science ®Google Scholar
• Boud, D., and H. Holmes. 1995. “Self and Peer Marking in a Large Technical Subject.” Enhancing Learning Through Self Assessment. London: Kogan Page.
   Google Scholar
• Boud, D., R. Lawson, and D. G. Thompson. 2013. “Does Student Engagement in Self-assessment Calibrate Their Judgement Over Time?” Assessment & Evaluation in Higher Education 38 (8): 941–956.10.1080/02602938.2013.769198
   Web of Science ®Google Scholar
• Boud, D., R. Lawson, and D. G. Thompson. 2015. “The Calibration of Student Judgement Through Self-assessment: Disruptive Effects of Assessment Patterns.” Higher Education Research & Development 34 (1): 45–59. doi:10.1080/07294360.2014.934328.
   Web of Science ®Google Scholar
• Boud, D., and E. Molloy. 2013. “Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment & Evaluation in Higher Education 38 (6): 698–712.10.1080/02602938.2012.691462
   Web of Science ®Google Scholar
• Boud, D., and R. Soler. 2016. “Sustainable Assessment Revisited.” Assessment & Evaluation in Higher Education 41 (3): 400–413.10.1080/02602938.2015.1018133
   Web of Science ®Google Scholar
• Brindley, C., and S. Scoffield. 1998. “Peer Assessment in Undergraduate Programmes.” Teaching in Higher Education 3 (1): 79–90.10.1080/1356215980030106
   Google Scholar
• Brown, G. T. L., H. L. Andrade, and F. Chen. 2015. “Accuracy in Student Self-assessment: Directions and Cautions for Research.” Assessment in Education: Principles, Policy & Practice 22 (4): 444–457. doi:10.1080/0969594X.2014.996523.
   Web of Science ®Google Scholar
• Calibrated Peer Review. 2003. “Calibrated Peer Review.” CalibratedPeerReview Accessed December 2, 2016. http://cpr.molsci.ucla.edu/Home.aspx
   Google Scholar
• Carless, D. 2013. “Sustainable Feedback and the Development of Student Self-evaluative Capacities.” In Reconceptualising Feedback in Higher Education: Developing Dialogue with Students, edited by D. Carless and M. Taras, 113–122. New York:Routledge
   Google Scholar
• Carnell, B. 2016. “Aiming for Autonomy: Formative Peer Assessment in a Final-year Undergraduate Course.” Assessment & Evaluation in Higher Education 41 (8): 1269–1283.10.1080/02602938.2015.1077196
   Web of Science ®Google Scholar
• CATME. 2007. “CATME.” Accessed November 27, 2016. http://info.catme.org/
   Google Scholar
• Cheng, W., and M. Warren. 1997. “Having Second Thoughts: Student Perceptions Before and After a Peer Assessment Exercise.” Studies in Higher Education 22 (2): 233–239.10.1080/03075079712331381064
   Web of Science ®Google Scholar
• Chew, E., H. Snee, and T. Price. 2016. “Enhancing International Postgraduates’ Learning Experience with Online Peer Assessment and Feedback Innovation.” Innovations in Education and Teaching International 53 (3): 247–259.10.1080/14703297.2014.937729
   Web of Science ®Google Scholar
• Deakin University. 2016. Assessment (Higher Education Courses) Procedure. Deakin University. Accessed December 4, 2016. https://policy.deakin.edu.au/view.current.php?id=00187maj5
   Google Scholar
• Evans, C. 2015. “Students’ Perspectives on the Role of Peer Feedback in Supporting Learning.” Journal of Cognitive Education and Psychology 14 (1): 110–125.10.1891/1945-8959.14.1.110
   Web of Science ®Google Scholar
• Falchikov, N. 1986. “Product Comparisons and Process Benefits of Collaborative Peer Group and Self Assessments.” Assessment and Evaluation in Higher Education 11 (2): 146–166.10.1080/0260293860110206
   Google Scholar
• Falchikov, N. 1995. “Peer Feedback Marking: Developing Peer Assessment.” Programmed Learning 32 (2): 175–187.
   Web of Science ®Google Scholar
• Hamer, J., H. Purchase, A. Luxton-Reilly, and P. Denny. 2015. “A Comparison of Peer and Tutor Feedback.” Assessment & Evaluation in Higher Education 40 (1): 151–164.10.1080/02602938.2014.893418
   Web of Science ®Google Scholar
• Honeychurch, S., N. Barr, C. Brown, and J. Hamer. 2013. “Peer Assessment Assisted by Technology.” International Journal of E-Assessment 3 (1): 1–10.
   Google Scholar
• Huang, S.-C. 2016. “Understanding Learners’ Self-assessment and Self-feedback on their Foreign Language Speaking Performance.” Assessment & Evaluation in Higher Education 41 (6): 803–820.10.1080/02602938.2015.1042426
   Web of Science ®Google Scholar
• Joughin, G. 2009. “Assessment, Learning and Judgement in Higher Education: A Critical Review.” In Assessment, Learning and Judgement in Higher Education, edited by G. Joughin, 13–27. Dordrecht: Springer Netherlands.10.1007/978-1-4020-8905-3
   Google Scholar
• Joughin, G., P. Dawson, and D. Boud. 2016. “Improving Assessment Tasks Through Addressing our Unconscious Limits to Change.” Assessment & Evaluation in Higher Education 93 (5): 1–12.10.1080/02602938.2016.1257689
   Web of Science ®Google Scholar
• Kearney, S. 2013. “Improving Engagement: The use of ‘Authentic Self-and Peer-assessment for Learning’to Enhance the Student Learning Experience.” Assessment & Evaluation in Higher Education 38 (7): 875–891.10.1080/02602938.2012.751963
   Web of Science ®Google Scholar
• Kulkarni, C., K. P. Wei, H. Le, D. Chia, K. Papadopoulos, J. Cheng, D. Koller, and S. R. Klemmer. 2015. “Peer and Self Assessment in Massive Online Classes.” In Design Thinking Research, edited by H. Plattner, C. Meinel, and L. Leifer, 131–168. Cham: Springer.
   Google Scholar
• Li, H., Y. Xiong, X. Zang, M. L. Kornhaber, Y. Lyu, K. S. Chung, and H. K. Suen. 2015. “Peer Assessment in the Digital Age: A Meta-analysis Comparing Peer and Teacher Ratings.” Assessment & Evaluation in Higher Education 41 (2): 254–264.
   Web of Science ®Google Scholar
• Liu, N.-F., and D. Carless. 2006. “Peer Feedback: The Learning Element of Peer Assessment.” Teaching in Higher Education 11 (3): 279–290.10.1080/13562510600680582
   Web of Science ®Google Scholar
• McGarr, O., and A. M. Clifford. 2013. “‘Just Enough to make you take it Seriously’: Exploring Students’ Attitudes Towards Peer Assessment.” Higher Education 65 (6): 677–693.10.1007/s10734-012-9570-z
   Web of Science ®Google Scholar
• Murdoch, J. 2015. “Using Self- And Peer Assessment at Honours Level: Bridging the Gap Between Law School and the Workplace.” The Law Teacher 49 (1): 73–91.10.1080/03069400.2014.988491
   Web of Science ®Google Scholar
• Nicol, D. 2010. “From Monologue to Dialogue: Improving Written Feedback Processes in Mass Higher Education.” Assessment & Evaluation in Higher Education 35 (5): 501–517.10.1080/02602931003786559
   Web of Science ®Google Scholar
• Nicol, D., A. Thomson, and C. Breslin. 2014. “Rethinking Feedback Practices in Higher Education: A Peer Review Perspective.” Assessment & Evaluation in Higher Education 39 (1): 102–122.10.1080/02602938.2013.795518
   Web of Science ®Google Scholar
• Nortcliffe, A. 2012. “Can Students Assess Themselves and their Peers? A Five Year Study.” Student Engagement and Experience Journal 1 (2): 1–17.
   Google Scholar
• Osborne, M., M. Houston, and N. Toman. 2007. The Pedagogy of Lifelong Learning : Understanding Effective Teaching and Learning in Diverse Contexts. New York: Routledge.
   Google Scholar
• Peerceptiv. 2013. “Peerceptiv.” Accessed December 2, 2016. http://www.peerceptiv.com/wordpress/why-peerceptiv/
   Google Scholar
• PeerMark. 2011. “PeerMark “. Turnitin. Accessed December 2, 2016. https://guides.turnitin.com/01_Manuals_and_Guides/Instructor/Turnitin_Classic_for_Instructors/23_PeerMark
   Google Scholar
• Planas Lladó, A., L. F. Soley, R. M. Fraguell Sansbelló, G. A. Pujolras, J. P. Planella, N. Roura-Pascual, J. J. Suñol Martínez, and L. M. Moreno. 2014. “Student Perceptions of Peer Assessment: An Interdisciplinary Study.” Assessment & Evaluation in Higher Education 39 (5): 592–610.10.1080/02602938.2013.860077
   Web of Science ®Google Scholar
• Reinholz, D. 2016. “The Assessment Cycle: A Model for Learning Through Peer Assessment.” Assessment & Evaluation in Higher Education 41 (2): 301–315.10.1080/02602938.2015.1008982
   Web of Science ®Google Scholar
• Selwyn, N. 2010. “Looking Beyond Learning: Notes Towards the Critical Study of Educational Technology.” Journal of Computer Assisted Learning 26 (1): 65–73. doi:10.1111/j.1365-2729.2009.00338.x.
   Web of Science ®Google Scholar
• SparkPlus. 2006. “SparkPlus.” Sydney: University of Technology. Accessed November 27, 2016. http://sparkplus.com.au/factors/
   Google Scholar
• Stegmann, K., F. Pilz, M. Siebeck, and F. Fischer. 2012. “Vicarious Learning During Simulations: Is it More Effective than Hands-on Training?” Medical Education 46 (10): 1001–1008.10.1111/med.2012.46.issue-10
   PubMed Web of Science ®Google Scholar
• Suñol, J. J., G. Arbat, J. Pujol, L. Feliu, R. M. Fraguell, and A. Planas-Lladó. 2016. “Peer and Self-assessment Applied to Oral Presentations from a Multidisciplinary Perspective.” Assessment & Evaluation in Higher Education 41 (4): 622–637.
   Web of Science ®Google Scholar
• Tai, J. H., B. J. Canny, T. P. Haines, and E. K. Molloy. 2017a. “Identifying Opportunities for Peer Learning: An Observational Study of Medical Students on Clinical Placements.” Teaching and Learning in Medicine 29 (1): 13–24.10.1080/10401334.2016.1165101
   PubMed Web of Science ®Google Scholar
• Tai, J. H. M., B. J. Canny, T. P. Haines, and E. K. Molloy. 2017b. “Implementing Peer Learning in Clinical Education: A Framework to Address Challenges In the ‘Real World’.” Teaching and Learning in Medicine 29 (2): 162–172.10.1080/10401334.2016.1247000
   PubMed Web of Science ®Google Scholar
• Tai, J. H.-M., T. P. Haines, B. J. Canny, and E. K. Molloy. 2014. “A Study of Medical Students’ Peer Learning on Clinical Placements: What They Have Taught Themselves to Do.” Journal of Peer Learning 7 (6): 57–80.
   Google Scholar
• Teammates. 2010. “Teammates.” Accessed 2016. https://teammatesv4.appspot.com/index.jsp
   Google Scholar
• Topping, K. 1998. “Peer Assessment Between Students in Colleges and Universities.” Review of Educational Research 68 (3): 249–276.10.3102/00346543068003249
   Web of Science ®Google Scholar
• Tucker, R., and N. Abbasi. 2015. “The Architecture of Teamwork: Examining Relationships Between Teaching, Assessment, Student Learning and Satisfaction with Creative Design Outcomes.” Architectural Engineering and Design Management 11 (6): 405–422.10.1080/17452007.2014.927750
   Web of Science ®Google Scholar
• Tucker, R., J. Fermelis, and S. Palmer. 2009. “Designing, Implementing and Evaluating a Self-and-Peer assessment Tool for E-learning Environments.” E-learning Technologies and Evidence-based Assessment Approaches 170–194.10.4018/AICTE
   Google Scholar
• Vaismoradi, M., H. Turunen, and T. Bondas. 2013. “Content Analysis and Thematic Analysis: Implications for Conducting a Qualitative Descriptive Study.” Nursing & Health Sciences 15 (3): 398–405.10.1111/nhs.2013.15.issue-3
   PubMed Web of Science ®Google Scholar
• Weaver, D., and A. Esposto. 2012. “Peer Assessment as a Method of Improving Student Engagement.” Assessment & Evaluation in Higher Education 37 (7): 805–816.10.1080/02602938.2011.576309
   Web of Science ®Google Scholar
• WebPA. 2006. “WebPA.” Loughborough University. Accessed November 27, 2016. http://webpaproject.lboro.ac.uk/
   Google Scholar
• Willey, K., and A. Gardner. 2010. “Investigating the Capacity of Self and Peer Assessment Activities to Engage Students and Promote Learning.” European Journal of Engineering Education 35 (4): 429–443.10.1080/03043797.2010.490577
   Google Scholar
• Winstone, N. E., R. A. Nash, M. Parker, and J. Rowntree. 2017. “Supporting Learners’ Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes.” Educational Psychologist 52 (1): 17–37.10.1080/00461520.2016.1207538
   Web of Science ®Google Scholar
• Wu, C., E. Chanda, and J. Willison. 2014. “Implementation and Outcomes of Online Self and Peer Assessment on Group Based Honours Research Projects.” Assessment & Evaluation in Higher Education 39 (1): 21–37.10.1080/02602938.2013.779634
   Web of Science ®Google Scholar
• Yang, M., and D. Carless. 2013. “The Feedback Triangle and the Enhancement of Dialogic Feedback Processes.” Teaching in Higher Education 18 (3): 285–297.10.1080/13562517.2012.719154
   Web of Science ®Google Scholar
• Yucel, R., F. L. Bird, J. Young, and T. Blanksby. 2014. “The Road to Self-assessment: Exemplar Marking before Peer Review Develops First-year Students’ Capacity to Judge the Quality of a Scientific Report.” Assessment & Evaluation in Higher Education 39 (8): 971–986.10.1080/02602938.2014.880400
   Web of Science ®Google Scholar