Basnet, Badri and Brodie, Lyn and Worden, John (2010) Peer assessment of assignment. In: 40th ASEE/IEEE Frontiers in Education Conference (FIE 2010): Celebrating 40 Years of Innovation , 27-30 Oct 2010, Washington, DC. United States.
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Abstract
We have appraised the effectiveness of peer assessment of assignments in aiding student learning at the University of Southern Queensland. Each student was randomly allocated two peers’ assignments for double-blind assessment. A marking rubric was provided. More than 95% of the class participated in the process. Students’ peer-assessment work was evaluated by the instructor. Over 80% of the students assessed their peers satisfactorily. Students' learning experiences, attitudes and behavior towards the peer assessment system was surveyed. More than 60% of the students considered peer assessment a useful learning tool. However 25% remained unconvinced. Most of these students either fully or partially subscribed to William Perry's position of 'dualism'. About 55% found the feedback from their peer's useful. Surprisingly, >69% of the students believed that the peer assessment had nothing to contribute towards a students' community of practice.
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| Item Type: | Conference or Workshop Item (Commonwealth Reporting Category E) (Paper) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | © 2010 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. |
| Faculty/School / Institute/Centre: | Historic - Faculty of Engineering and Surveying - Department of Surveying and Land Information (Up to 30 Jun 2013) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Engineering and Surveying - Department of Surveying and Land Information (Up to 30 Jun 2013) |
| Date Deposited: | 06 Jan 2011 05:18 |
| Last Modified: | 02 Dec 2015 02:47 |
| Uncontrolled Keywords: | peer assessment; assignment; dualism; feedback; double-blind; marking rubric; higher education research |
| Fields of Research (2008): | 20 Language, Communication and Culture > 2001 Communication and Media Studies > 200105 Organisational, Interpersonal and Intercultural Communication 13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation 13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences |
| Fields of Research (2020): | 47 LANGUAGE, COMMUNICATION AND CULTURE > 4701 Communication and media studies > 470108 Organisational, interpersonal and intercultural communication 39 EDUCATION > 3904 Specialist studies in education > 390402 Education assessment and evaluation 39 EDUCATION > 3904 Specialist studies in education > 390409 Learning sciences |
| Socio-Economic Objectives (2008): | C Society > 93 Education and Training > 9399 Other Education and Training > 939902 Education and Training Theory and Methodology |
| Identification Number or DOI: | https://doi.org/10.1109/FIE.2010.5673273 |
| URI: | http://eprints.usq.edu.au/id/eprint/9279 |
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