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Student Engagement with Peer Assessment: A Review of Pedagogical Design and Technologies

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Part of the Lecture Notes in Computer Science book series (LNISA,volume 5686)

Abstract

The paper summarizes participatory action research that explores student attitudes towards a peer assessment exercise and further reveals a distinctive pattern in student responses. A formative and reciprocal peer assessment exercise was studied to identify possible reasons for low levels of student participation. The target group included students in an undergraduate course in computing. A follow-up questionnaire, undertaken by 36 students, was analyzed and compared against assignment marks. Finally, the access statistics of the virtual learning environment (VLE) were examined. The major results indicate the following: [i] an expectation of more explanatory and supportive tutor intervention; [ii] a student preference towards anonymity; [iii] student interest in accessing peer work; and [iv] that the allocation of marks and in-class activities factors are important in encouraging student involvement.

Keywords

  • Peer Assessment
  • Peer Evaluation
  • Student Engagement
  • Formative Assessment
  • Educational Technologies

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© 2009 Springer-Verlag Berlin Heidelberg

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Stepanyan, K., Mather, R., Jones, H., Lusuardi, C. (2009). Student Engagement with Peer Assessment: A Review of Pedagogical Design and Technologies. In: Spaniol, M., Li, Q., Klamma, R., Lau, R.W.H. (eds) Advances in Web Based Learning – ICWL 2009. ICWL 2009. Lecture Notes in Computer Science, vol 5686. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-03426-8_44

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  • DOI: https://doi.org/10.1007/978-3-642-03426-8_44

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-03425-1

  • Online ISBN: 978-3-642-03426-8

  • eBook Packages: Computer ScienceComputer Science (R0)