Higher Education Students' Perceptions of and Attitudes towards Peer Assessment in Multicultural Classrooms

Autor/inn/en	Alt, Dorit; Raichel, Nirit
Titel	Higher Education Students' Perceptions of and Attitudes towards Peer Assessment in Multicultural Classrooms
Quelle	In: Asia-Pacific Education Researcher, 29 (2020) 6, S.567-580 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-020-00507-z
Schlagwörter	Peer Evaluation; Transfer of Training; Student Attitudes; Teacher Education Programs; Undergraduate Students; Assignments; Groups; Student Projects; Active Learning; Teaching Methods; Trust (Psychology); Barriers; Student Diversity; Cultural Pluralism + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Schülerverhalten; Assignment; Auftrag; Zuweisung; Schulprojekt; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Kulturpluralismus
Abstract	Due to the scant work done thus far, the present mixed-methods study assessed Education students' perceptions of and attitudes towards peer assessment (PA) and their effect on the perceived "Transfer" of PA practices to their future classes. 120 undergraduate multicultural students have participated in the study. The students were given two group assignments in line with the project-based learning approach. During each project presentation to the class, the students were required to individually assess their peers' group work based on an indicator that was previously designed in collaboration with the teacher. After each assessment, the students filled out the "Students' perceptions of and attitudes towards PA" questionnaire. The analysis implied that students' positive perception of their ability to assess their peers and their trust in their peers' ability to accurately assess their work are effective factors that might enhance PA skills transfer to their future classes. However, based on the results, a key challenge in PA implementation appeared to be culture-related. The study highlights the need to focus on consolidating trust among students within a heterogeneous classroom during PA processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01