Academics' Perceptions of the Benefits and Challenges of Self and Peer Assessment in Higher Education

Autor/inn/en	Adachi, Chie; Tai, Joanna Hong-Meng; Dawson, Phillip
Titel	Academics' Perceptions of the Benefits and Challenges of Self and Peer Assessment in Higher Education
Quelle	In: Assessment & Evaluation in Higher Education, 43 (2018) 2, S.294-306 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tai, Joanna Hong-Meng) ORCID (Dawson, Phillip)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2017.1339775
Schlagwörter	Foreign Countries; College Faculty; Teacher Attitudes; Self Evaluation (Individuals); Peer Evaluation; Semi Structured Interviews; Qualitative Research; Educational Benefits; Transfer of Training; Evaluative Thinking; Communication Skills; Reflective Teaching; Critical Thinking; Feedback (Response); Academic Standards; Motivation; Australia + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Lehrerverhalten; Qualitative Forschung; Bildungsertrag; Training; Transfer; Ausbildung; Kommunikationsstil; Kritisches Denken; psychologische; Motivation (psychologisch); Australien
Abstract	Despite compelling evidence of its potential effectiveness, uptake of self and peer assessment in higher education has been slower than expected. As with other assessment practices, self and peer assessment is ultimately enabled, or inhibited, by the actions of individual academics. This paper explores what academics see as the benefits and challenges of implementing self and peer assessment, through the analysis of interviews with 13 Australian academics. Thematic analysis of our qualitative data identified seven themes of benefits and five challenges. Our academics showed strong belief in the power of self and peer assessment as formative assessment, contrary to past literature which has focussed on the accuracy of students' marking. This paper therefore brings insights as to not only what academics value about self and peer assessment but also identifies potential inhibitors in practice. Recommendations are made about improving the design and implementation of self and peer assessment in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01