1,197
Views
7
CrossRef citations to date
0
Altmetric
Original Articles

Implementing Peer Assessment in a Post-Secondary (16–18) Physics Classroom

&

References

  • Asghar, M. (2012). The lived experience of formative assessment practice in a British university. Journal of Further and Higher Education, 36(2), 205–223. doi: 10.1080/0309877X.2011.606901
  • Ballantyne, R., Hughes, K., & Mylonas, A. (2002). Developing procedures for implementing peer assessment in large classes using an action research process. Assessment & Evaluation in Higher Education, 27(5), 427–441. doi: 10.1080/0260293022000009302
  • Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2002). Working inside the black box: Assessment for learning in the classroom. London: Department of Education and Professional Studies, King's College.
  • Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2005). Assessment for learning: Putting it into practice. Berkshire: Open University Press.
  • Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.
  • Broadfoot, P. M., Daugherty, R., Gardner, J., Harlen, W., James, M., & Stobart, G. (2002). Assessment for learning: 10 principles. Cambridge: University of Cambridge.
  • Buhagiar, M., & Murphy, R. (2008). Teachers’ assessments of students’ learning of mathematics. Assessment in Education: Principles, Policy & Practice, 15(2), 169–182. doi: 10.1080/09695940802164192
  • Cassidy, S. (2006). Developing employability skills: Peer assessment in higher education. Education and Training, 48(7), 508–517. doi: 10.1108/00400910610705890
  • Coffey, J. (2003). Involving students in assessment. In J. Atkin & J. Coffey (Eds.), Everyday assessment in the science classroom (pp. 75–87). Arlington, VA: National Science Teachers Association.
  • Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. London: Routledge Falmer.
  • Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 6(11), 38–46.
  • Cowie, B. (2005). Student commentary on classroom assessment in science: A sociocultural interpretation. International Journal of Science Education, 27(2), 199–214. doi: 10.1080/0950069042000276721
  • Denzin, N. K. (1994). The art and politics of interpretation. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 500–515). Thousand Oaks, CA: Sage.
  • Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage book of qualitative research (pp. 1–32). London: Sage.
  • Dochy, F. (2001). A new assessment era: Different needs, new challenges. Learning and Instruction, 10, 11–20. doi: 10.1016/S0959-4752(00)00022-0
  • Ecclestone, K. (2005). Understanding assessment and qualifications in post-compulsory education and training. Leicester: NIACE.
  • Falchikov, N. (2003). Involving students in assessment. Psychology Learning & Teaching, 3(2), 102–108.
  • Falchikov, N. (2005). Improving assessment through student involvement. London: Routledge Falmer.
  • Falchikov, N. (2007). The place of peers in learning and assessment. In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education (pp. 128–143). London: Routledge.
  • Finkelstein, N. (2005). Learning physics in context: A study of student learning about electricity and magnetism. International Journal of Science Education, 27(10), 1187–1209. doi: 10.1080/09500690500069491
  • Furtak, E. M. (2009). Formative assessment for secondary science teachers. Thousand Oaks, CA: Corwin.
  • Grima, G., & Chetcuti, D. (2003). Current assessment practices in schools in Malta and Gozo: A research report. Journal of Maltese Education Research, 1(2), 57–94. Retrieved May 10, 2012, from http://www.educ.um.edu.mt/jmer
  • Harrison, C. (2005). Teachers developing assessment for learning: Mapping teacher change. Teacher Development: An International Journal of Teachers' Professional Development, 9(2), 255–263.
  • Harrison, C., & Harlen, W. (2006). Children's self and peer assessment. In W. Harlen (Ed.), ASE guide to primary science. Hatfield: Association for Science Education.
  • Hodgson, C., & Pyle, K. (2010). A literature review of assessment for learning in science. Slough, Berkshire: National Foundation for Educational Research.
  • Huberman, A. M., & Miles, M. B. (1994). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage book of qualitative research (pp. 428–444). London: Sage.
  • Kemmis, S., & McTaggart, R. (2005). Communicative action and the public sphere. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 559–604). London: Sage.
  • Klenowski, V. (2009). Assessment for learning revisited: An Asia-Pacific perspective. Assessment in Education: Principles, Policy & Practice, 16(3), 263–268. doi: 10.1080/09695940903319646
  • Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press.
  • Liu, N.-F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279–290. doi: 10.1080/13562510600680582
  • McNiff, J., & Whitehead, J. (2011). All you need to know about action research. London: Sage.
  • Mok, J. (2011). A case study of students’ perceptions of peer assessment in Hong Kong. ELT Journal, 65(3), 230–239. doi: 10.1093/elt/ccq062
  • Murphy, P., & Hall, K. (Eds.). (2008). Learning and practice: Agency and identities. London: Sage.
  • Neuman, W. L. (2000). Social research methods. Boston, MA: Allyn & Bacon.
  • Orsmond, P. (2004). Self- and peer-assessment: Guidance on practice in the biosciences. Leeds: Centre for Bioscience, The Higher Education Academy.
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. doi: 10.1080/0950069032000032199
  • Primas. (2013). Inquiry based learning in maths and science classes. Freiburg: Padaogigische Hochschule Freiburg.
  • Ross, K., Lakin, L., & McKechnie, J. (2010). Teaching secondary science. London: Routledge.
  • Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144. doi: 10.1007/BF00117714
  • Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for learning in higher education. London: Routledge.
  • Silverman, D. (2000). Doing qualitative research: A practical handbook. London: Sage.
  • Sivan, A. (2000). The implementation of peer assessment: An action research approach. Assessment in Education: Principles, Policy & Practice, 7(2), 193–213. doi: 10.1080/713613328
  • Tillema, H., Leenknecht, M., & Segers, M. (2011). Assessing assessment quality: Criteria for quality assurance in design of (peer) assessment for learning—a review of research studies. Studies in Educational Evaluation, 37, 25–34. doi: 10.1016/j.stueduc.2011.03.004
  • Topping, K. J. (2009). Peer assessment. Theory into Practice, 48, 20–27. doi: 10.1080/00405840802577569
  • Van Gennip, N. A. E., Segers, M. S. R., & Tillema, H. H. (2010). Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions. Learning and Instruction, 20, 280–290. doi: 10.1016/j.learninstruc.2009.08.010
  • Van Zundert, M., Sluijsmans, D., & Van Merrienboer, J. (2010). Effective peer assessment processes: Research findings and future directions. Learning and Instruction, 20, 270–279. doi: 10.1016/j.learninstruc.2009.08.004
  • Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
  • Wenger, E., McDermott, R., & Snyder, W. C. (2002). Cultivating communities of practice: A guide to managing knowledge. Cambridge, MA: Harvard Business School Press.
  • Wheater, C. P., Langan, A. M., & Dunleavy, P. J. (2005). Students assessing student: Case studies on peer assessment. Planet, 15, 13–15. doi: 10.11120/plan.2005.00150013
  • Wiliam, D. (2011). Embedded formative assessment. Bloomington: The Solution Tree.
  • Willis, J. (2011). Affiliation, autonomy and assessment for learning. Assessment in Education: Principles, Policy & Practice, 18(4), 399–415. doi: 10.1080/0969594X.2011.604305

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.