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Turning the assessed into assessors using asynchronous tutor‐mediated peer assessment

Turning the assessed into assessors using asynchronous tutor‐mediated peer assessment This article looks at an attempt to enhance students’ critical thinking, professional and personal skills through an innovation in the use of peer assessment on an undergraduate law degree programme. This involved peer assessing asynchronously materials previously submitted. It was also to a limited extent mediated by the tutor as composites of previously submitted work were used to focus on skills development. The innovation’s aim was to enhance student performance. It drew on the existing literature on peer assessment as well as cognitive apprenticeship theory and was premised on the idea that students’ learning will be enhanced if they are better enculturated into the assessment process. It was felt that there was a body of students within the lower performing ranges who did not properly understand assessment criteria and consequently under‐performed. The effectiveness of the innovation was evaluated through student questionnaires (before and after students received their results), a focus group and a qualitative evaluation by the tutor, on the basis of marking the assessments. Whilst the assessment led to an improvement in student performance, reflection on the experience has identified ways in which the potential of this form of assessment can be further developed in the future. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Higher Education Emerald Publishing

Turning the assessed into assessors using asynchronous tutor‐mediated peer assessment

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References (15)

Publisher
Emerald Publishing
Copyright
Copyright © 2009 Emerald Group Publishing Limited. All rights reserved.
ISSN
2050-7003
DOI
10.1108/17581184200900013
Publisher site
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Abstract

This article looks at an attempt to enhance students’ critical thinking, professional and personal skills through an innovation in the use of peer assessment on an undergraduate law degree programme. This involved peer assessing asynchronously materials previously submitted. It was also to a limited extent mediated by the tutor as composites of previously submitted work were used to focus on skills development. The innovation’s aim was to enhance student performance. It drew on the existing literature on peer assessment as well as cognitive apprenticeship theory and was premised on the idea that students’ learning will be enhanced if they are better enculturated into the assessment process. It was felt that there was a body of students within the lower performing ranges who did not properly understand assessment criteria and consequently under‐performed. The effectiveness of the innovation was evaluated through student questionnaires (before and after students received their results), a focus group and a qualitative evaluation by the tutor, on the basis of marking the assessments. Whilst the assessment led to an improvement in student performance, reflection on the experience has identified ways in which the potential of this form of assessment can be further developed in the future.

Journal

Journal of Applied Research in Higher Education – Emerald Publishing

Published: Jul 1, 2009

Keywords: Asynchronous peer assessment; Cognitive apprenticeship theory; Critical thinking skills; Enhancing undergraduate performance; Personal skills; Professional skills

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