International Postgraduate Students’ Perceptions and Experiences of Peer Assessment in a UK University: A Case Study



Internationalization of higher education brings both opportunities and challenges for internationalizing teaching, learning, and the curriculum and assessment experience of all students (Ryan 2013). Assessment determines student learning progression and completion, so international students (IS) who have made a significant investment to study abroad can be significantly stressed by the assessment practices they encounter (Brown and Joughin 2007). The IS from different cultural backgrounds have been influenced by different assessment systems in their earlier learning experiences, which may differ from those they encounter in the United Kingdom higher education (HE) assessment system (Robson 2011). As a result of a growing dissatisfaction with traditional forms of assessment, formative assessment, in contrast to summative assessment, has gained favor to encourage deeper engagement with learning and enhance learner autonomy and motivation; for this reason, it has attracted the attention of educational researchers. At the same time, various innovative assessment approaches, such as portfolios, peer assessment, and self-assessment, have been advocated to positively influence and promote student learning (Kvale 2007). However, there has been relatively little research on how IS perform in innovative assessment environments and how this affects them.


International Student Chinese Student Summative Assessment Peer Assessment Academic Transition 
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© Gordon E. Slethaug and Jane Vinther 2015

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