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Student perceptions of peer assessment: an interdisciplinary study

Peer assessment provides students with multiple benefits during their learning process. The aim of our study is to examine students’ perception of peer assessment. Questionnaires were administered before and after the peer-assessment process to 416 students studying 11 different subjects in four different fields taught at the University of Girona. Results suggest that students have a positive predisposition towards this methodology, both before and after its implementation. Students perceive it as a both motivating and recommended methodology that facilitates the acquisition of learning at different levels. As for its limitations, students highlight the responsibility that comes with it and a certain amount of distrust in fellow students’ abilities to peer-assess

This is an Author’s Original Manuscript of an article published in Assessment and Evaluation in Higher Education, 2014, vol. 39, núm. 5, p. 592-610, available online at: http://dx.doi.org/10.1080/02602938.2013.860077

© Assessment and Evaluation in Higher Education, 2014, vol. 39, núm. 5, p. 592-610

Taylor and Francis

Author: Planas Lladó, Anna
Feliu Soley, Lídia
Fraguell i Sansbelló, Rosa Maria
Arbat Pujolràs, Gerard
Pujol Planella, Joan
Roura i Pascual, Núria
Suñol Martínez, Joan Josep
Montoro Moreno, Lino
Date: 2014
Abstract: Peer assessment provides students with multiple benefits during their learning process. The aim of our study is to examine students’ perception of peer assessment. Questionnaires were administered before and after the peer-assessment process to 416 students studying 11 different subjects in four different fields taught at the University of Girona. Results suggest that students have a positive predisposition towards this methodology, both before and after its implementation. Students perceive it as a both motivating and recommended methodology that facilitates the acquisition of learning at different levels. As for its limitations, students highlight the responsibility that comes with it and a certain amount of distrust in fellow students’ abilities to peer-assess
This is an Author’s Original Manuscript of an article published in Assessment and Evaluation in Higher Education, 2014, vol. 39, núm. 5, p. 592-610, available online at: http://dx.doi.org/10.1080/02602938.2013.860077
Format: application/pdf
ISSN: 0260-2938 (versió paper)
1469-297X (versió electrònica)
Document access: http://hdl.handle.net/10256/9282
Language: eng
Publisher: Taylor and Francis
Collection: Versió preprint del document publicat a: http://dx.doi.org/10.1080/02602938.2013.860077
Articles publicats (D-P)
Is part of: © Assessment and Evaluation in Higher Education, 2014, vol. 39, núm. 5, p. 592-610
Rights: Tots els drets reservats
Subject: Ensenyament universitari
Education, Higher
Aprenentatge -- Avaluació
Learning -- Evaluation
Title: Student perceptions of peer assessment: an interdisciplinary study
Type: info:eu-repo/semantics/article
Repository: DUGiDocs

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