Peer feedback: the learning element of peer assessment
Peer feedback: the learning element of peer assessment
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DOI：
10.1080/13562510600680582
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发表时间：
2006-07-01
影响因子：
2.6
通讯作者：
Carless, David
中科院分区：
文献类型：
--
作者：
Liu, Ngar-Fun;Carless, David
本文的重点是与评估过程相关的同行反馈。它考察了同伴反馈的基本原理，强调了它对增强学生学习的潜力。我们引用相关文献来论证，使用评分的同伴评估过程的主导地位可能会破坏同伴反馈改善学生学习的潜力。这份文件通过对香港大专学生(1740人)和学者(460人)的大规模问卷调查，并辅之以访问数据，进一步揭示了这一问题。研究结果表明，相当多的学者和学生拒绝使用评分进行同伴评估，大多数人报告说，学生在评估活动中从不或很少相互评分。本文探讨了为什么尤其是学术界对同行评估存在抵制，并论证了同行反馈过程本身就是目的或作为涉及授予分数的同行评估的前兆的情况。它还建议了一些策略，通过让学生参与标准和将同行参与嵌入正常课程过程来促进同行反馈。
This paper focuses on peer feedback in relation to assessment processes. It examines the rationale for peer feedback, emphasizing its potential for enhanced student learning. We draw on relevant literature to argue that the dominance of peer assessment processes using grades can undermine the potential of peer feedback for improving student learning. The paper throws further light on the issue by drawing on a large-scale questionnaire survey of tertiary students (1740) and academics (460) in Hong Kong, supplemented by interview data. The findings indicate that a significant number of academics and students resist peer assessment using grades and that the majority report that students never or rarely grade each other in assessment activities. This paper explores why there is resistance, in particular, by academics to peer assessment and argues the case for a peer feedback process as an end in itself or as a precursor to peer assessment involving the awarding of marks. It also recommends some strategies for promoting peer feedback, through engaging students with criteria and for embedding peer involvement within normal course processes.