Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment

2004/06/23 by Sue Bloxham *, Sue Bloxham, Amanda West
Social Sciences · #Evaluation of Teaching Practices #Reflective Practices in Education #Student Assessment and Feedback

paper · doi:10.1080/0260293042000227254

openalex publication_date 2004/06/23 · openalex created_date 2016/06/24 · openalex updated_date 2026/07/29

Abstract

Students need to understand assessment processes in order to succeed in higher education. However, recent research has identified how difficult it is for students to become absorbed into the assessment culture of their disciplines, with a recognition that providing written criteria and grade descriptors is not enough to make this tacit ‘knowledge’ transparent to novice students. This paper reports on an exercise where sports studies students used assessment criteria to mark their peers work coupled with an assessment of their peer marking and feedback comments. The latter was included to encourage students to engage seriously with the peer assessment. Analysis of the data indicates considerable benefits for the students in terms of use of criteria, awareness of their achievements and ability to understand assessment feedback.

Citations

• Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes

Related

• The assessment cycle: a model for learning through peer assessment
• Peer assessment enhances student learning
• Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills
• Responding to student feedback Individualising teamwork scores based on\n peer assessment
• The Study of Peer Assessment Impact on Group Learning Activities