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

Bloxham, Susan 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. 721-723. Full text not available from this repository.

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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 exercise 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 seriously with the peer assessment. 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
Journal or Publication Title: Assessment & Evaluation in Higher Education
Publisher: Taylor and Francis (Routledge)
ISSN: 1469-297X
Related URL(s):
Departments: Faculty of Education, Arts and Business > Business, Law, Policing and Social Sciences > Policing, Criminology and Social Science
Services > Academic Quality & Development > CDEPP
Depositing User: Insight Administrator
Date Deposited: 14 Oct 2010 13:45
Last Modified: 26 Aug 2016 16:08
URI: http://insight.cumbria.ac.uk/id/eprint/222

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