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- If used effectively, peer assessment – a formative assessment strategy that encourages students to comment on the work of their peers – can improve students’ understanding of success criteria, help them to become more engaged in learning and develop their interpersonal skills (Black et al., 2003; Topping, 2017), as well as potentially even reducing teacher workload.
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Peer assessment (PA) is employed as one fundamental practice of classroom-based assessment in terms of its learning-oriented and formative nature. The exercise of peer assessment has multiple and additional benefits for student learning.
- Training and Guiding Students to Give Effective Written Peer Feedback
- Developing Students’ Verbal Peer Feedback
- Recommendations
- References
Guiding students to give effective feedback is important, since they often find it challenging ‘to think of their work in terms of a set of goals’ (Black et al., 2003, p. 49). During peer assessment, learning objectives need to be explicit, and there needs to be clarity around how these can be successfully met (Boon, 2015; Topping, 2018). If studen...
While much research has concentrated on developing written peer feedback (Topping, 2018), students’ use of verbal feedback is also important, particularly in areas such as mathematics, where peer assessment might take place through dialogue rather than a written outcome. Kollar and Fischer (2010, p. 345) suggest that during peer assessment, ‘intera...
Peer assessment can be a powerful learning strategy if students are adequately prepared for it and have been guided to develop key interpersonal skills (Black et al., 2003; Boon 2016a, 2016b; Topping, 2017, 2018). For peer assessment to have an impact on learning, students need: 1. training to peer assess effectively, which includes using prompts, ...
Berg EC (1999) The effects of trained peer response on ESL students’ revision types and writing quality. Journal of Second Language Writing8(3): 215–241. Black P (2007) Full marks for feedback. Make the Grade (Journal of the Institute of Educational Assessors)2: 18–21. Black P, Harrison C, Lee C et al. (2003) Assessment for LearningKnown as AfL for...
Jan 18, 2018 · We argue that self and peer-assessment requires careful design and implementation for it to be an effective tool for formative assessment processes; and that the development of students’ capacities for giving feedback, and the continuous and timely involvement of the teacher, are central aspects for successful self and peer-assessment.
- Thomas Wanner, Edward Palmer
- 2018
Mar 18, 2009 · This study explores the views and opinions of undergraduate students in relation to their perceptions and experiences of formative peer assessment introduced as a learning development opportunity for the first time.
- Philip Vickerman
- 2009
Jan 1, 2022 · Peer assessment has been advocated as a means of formative assessment to enhance student engagement, empowering students to take responsibility for their own learning.
- A. De Brún, L. Rogers, A. Drury, B. Gilmore
- 2022
Jan 1, 2020 · Formative assessment has the potential to support teaching and learning in the classroom. This study reviewed the literature on formative assessment to identify prerequisites for effective use of formative assessment by teachers.
Dec 15, 2015 · Formative assessment is considered to be one of the most important mechanisms for improving student learning. Self and peer-assessment are particularly effective in formative learning as they require students to engage more fully with the assessment process.
