Basnet, Badri Bahadur and Brodie, Lyn and Worden, John (2010) Enhanced feedback - does peer assessment achieve this goal? In: AaeE 2010: Past, Present, Future - the 'Keys' to Engineering Education Research and Practice, 5-8 Dec 2010, Sydney, Australia.
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Abstract
The students’ responses towards peer assessment of assignments system and their acceptance of peers’ assessment feedback were evaluated at the University of
Southern Queensland (USQ). More than 95% of a class of 165 students participated in the peer assessment process. However, only eighty-five students responded to the
voluntary survey questions. Most respondents (>60%) found the peer assessment of assignment system useful as a learning tool. Many of them (>57%) also found feedback
from their peers helpful. A significant minority (~25%) remained sceptical of the peer assessment of assignment system and they did not readily accept peers' feedback. This paper analyses students' responses and concludes that the peer assessment of assignment system had no comprehensive benefit to this cohort of students. However, the analysis revealed a wider scope of the system in enhancing student learning if it is implemented correctly and if peers provided feedback considerately.
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| Item Type: | Conference or Workshop Item (Commonwealth Reporting Category E) (Paper) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Depositing User: | Dr Badri Basnet |
| Faculty / Department / School: | Historic - Faculty of Engineering and Surveying - Department of Surveying and Land Information |
| Date Deposited: | 06 Jan 2011 05:35 |
| Last Modified: | 02 Dec 2015 02:47 |
| Uncontrolled Keywords: | peer assessment; assignment; feedback; higher education research |
| Fields of Research : | 13 Education > 1399 Other Education > 139999 Education not elsewhere classified 13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation |
| Socio-Economic Objective: | E Expanding Knowledge > 97 Expanding Knowledge > 970108 Expanding Knowledge in the Information and Computing Sciences |
| URI: | http://eprints.usq.edu.au/id/eprint/9280 |
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