Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment
Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment
复制标题
理解游戏规则：将同伴评估标记为培养学生评估概念的媒介
DOI：
--
复制
发表时间：
2004
期刊：
影响因子：
--
通讯作者：
Amanda West
中科院分区：
文献类型：
--
作者：
Sue Bloxham *;Amanda West
学生需要了解评估过程，以便在高等教育中取得成功。然而，最近的研究已经确定，它是多么困难的学生成为吸收到他们的学科的评估文化，与认识到，提供书面标准和等级描述是不够的，使这种隐性的“知识”透明的新手学生。本文报道了一个练习，体育研究的学生使用的评估标准来标记他们的同龄人的工作，再加上他们的同行标记和反馈意见的评估。列入后者是为了鼓励学生认真参与同行评估。对数据的分析表明，学生在使用标准、了解自己的成绩和理解评估反馈的能力方面受益匪浅。
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.