The Impact of Peer Assessment on Academic Success

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  2. Marie Devlin
  3. Professor Chris Phillips
  4. Dr Lindsay Marshall
Author(s)Devlin M, Phillips C, Marshall L
Editor(s)White, H
Publication type Conference Proceedings (inc. Abstract)
Conference Name11th Annual Conference of the Higher Education Academy Subject Centre for Information and Computer Sciences
Conference LocationDurham University
Year of Conference2010
Legacy Date24-26 August 2010
Volume
Pages167-172
ISBN9780956522016
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Normal 0 false false false A student’s learning achievements are still interpreted, largely, in terms of their quantitative scores on assessment tasks completed during or at the end of a module of study. Associated with this interpretation is the somewhat tacit assumption that, if a student scores well on assessments, they must be highly engaged with the learning methods and materials associated with that module and their level of engagement has contributed to their success. In this paper, we reflect on peer assessment methods used in group work and try to determine if and how these can impact on student engagement and academic achievement. We review and analyse the quantitative and qualitative results from two undergraduate modules that use different peer assessment methods. We try to determine how the use of peer assessment in each of the modules has impacted on students’ engagement, their learning outcomes and their overall academic achievement. We then discuss how greater engagement could be fostered using a wider range of peer and self-assessment methods and we also give examples of how these methods can be incorporated into current assessment frameworks to facilitate greater student learning and a more accurate measurement of student achievement.
PublisherThe Higher Education Academy Subject Centre for Information and Computer Sciences
URLhttp://www.ics.heacademy.ac.uk/events/11th-annual-conf/index.php
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