How Does Student Peer Review Influence Perceptions, Engagement and Academic Outcomes? A Case Study

Autor/inn/en	Mulder, Raoul; Baik, Chi; Naylor, Ryan; Pearce, Jon
Titel	How Does Student Peer Review Influence Perceptions, Engagement and Academic Outcomes? A Case Study
Quelle	In: Assessment & Evaluation in Higher Education, 39 (2014) 6, S.657-677 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2013.860421
Schlagwörter	Case Studies; Peer Evaluation; Student Attitudes; Undergraduate Students; Feedback (Response); Performance Based Assessment; Formative Evaluation; Qualitative Research; Statistical Analysis; Student Surveys; Interviews; Focus Groups; Content Analysis; Assignments; Student Participation; Expectation; Student Experience; Test Format; Test Content; Academic Achievement; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Schülerverhalten; Leistungsermittlung; Qualitative Forschung; Statistische Analyse; Schülerbefragung; Interviewing; Interviewtechnik; Inhaltsanalyse; Assignment; Auftrag; Zuweisung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Expectancy; Erwartung; Studienerfahrung; Testentwicklung; Testaufgabe; Schulleistung; Ausland; Australien
Abstract	Involving students in peer review has many pedagogical benefits, but few studies have explicitly investigated relationships between the content of peer reviews, student perceptions and assessment outcomes. We conducted a case study of peer review within a third-year undergraduate subject at a research-intensive Australian university, in which we examined: (1) students' perceptions of the peer review process before and after peer review, (2) content of the peer reviews and what kinds of feedback were adopted and (3) the effect of participation in peer review on performance (grades) in the assessment task. Students overwhelmingly perceived peer review to be beneficial, and the opportunity to participate in peer review resulted in a significant improvement in the quality of work submitted for assessment. Students who benefited most from peer review were those of below-median performance, and the magnitude of benefit was related to the degree to which students engaged with the peer review process. Our study confirms that participation in peer review can lead to important improvements in performance and learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10