Abstract
The paper summarizes participatory action research that explores student attitudes towards a peer assessment exercise and further reveals a distinctive pattern in student responses. A formative and reciprocal peer assessment exercise was studied to identify possible reasons for low levels of student participation. The target group included students in an undergraduate course in computing. A follow-up questionnaire, undertaken by 36 students, was analyzed and compared against assignment marks. Finally, the access statistics of the virtual learning environment (VLE) were examined. The major results indicate the following: [i] an expectation of more explanatory and supportive tutor intervention; [ii] a student preference towards anonymity; [iii] student interest in accessing peer work; and [iv] that the allocation of marks and in-class activities factors are important in encouraging student involvement.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Bostock, S.: Student Peer Assessment, Keele University, Learning Technology, Documents (December 2000)
Mowl, G.: “Innovative Student Assessment”, in Deliberations (1996)
McDowell, L.: The Impact of Innovative Assessment on Student Learning. Innovations in Education and Teaching International 32, 302–313 (1995)
Cole, S., Simon, G.A.: Chance and consensus in peer review. Science 214, 881–886 (1981)
Bloom, F.E.: The Importance of Reviewers. Science 283, 789 (1999)
Liu, J., Pysarchik, D.T., Taylor, W.W.: Peer Review in the Classroom. BioScience 52, 824–829 (2002)
Johnson, D.W., Johnson, R.T., Smith, K.A.: Active Learning: Cooperation in the College Classroom (1998)
Jacobs, G.: First Experiences with Peer Feedback on Compositions: Student and Teacher Reaction. System 15, 325–333 (1987)
Topping, K.: Peer Assessment Between Students in Colleges and Universities. Review of Educational Research 68, 249 (1998)
Van Lehn, K.A., Chi, M.T.H., Baggett, W., Murray, R.C.: Progress report: Towards a theory of learning during tutoring, Pittsburgh, PA: Learning Reasearch and Development Center, University of Pittsburgh (1995)
Riley, S.M.: Peer Response in an ESL Writing Class: Student Interaction and Subsequent Draft Revision, Florida State University (1995)
Fry, S.A.: Implementation and Evaluation of Peer Marking in Higher Education. Assessment & Evaluation in Higher Education 15, 177–189 (1990)
Topping, K.J., Smith, E.F., Swanson, I., Elliot, A.: Formative Peer Assessment of Academic Writing Between Postgraduate Students. Assessment & Evaluation in Higher Education 25, 149–169 (2000)
Ballantyne, R., Hughes, K., Mylonas, A.: Developing Procedures for Implementing Peer Assessment in Large Classes Using an Action Research Process. Assessment & Evaluation in Higher Education 27, 427–441 (2002)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Stepanyan, K., Mather, R., Jones, H., Lusuardi, C. (2009). Student Engagement with Peer Assessment: A Review of Pedagogical Design and Technologies. In: Spaniol, M., Li, Q., Klamma, R., Lau, R.W.H. (eds) Advances in Web Based Learning – ICWL 2009. ICWL 2009. Lecture Notes in Computer Science, vol 5686. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-03426-8_44
Download citation
DOI: https://doi.org/10.1007/978-3-642-03426-8_44
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-03425-1
Online ISBN: 978-3-642-03426-8
eBook Packages: Computer ScienceComputer Science (R0)