Reciprocal peer coaching and its use as a formative assessment strategy for first-year students

Assessment and Evaluation in Higher Education

Volumn 35, Issue 4, 2010, Pages 403-417

  Asghar, Amanda ^a  

^a LEEDS METROPOLITAN UNIVERSITY   (United Kingdom)

Author keywords

Formative assessment; Peer coaching; Self efficacy; Self regulation

Indexed keywords

EID: 79551548735     PISSN: 02602938     EISSN: 1469297X     Source Type: Journal    
DOI: 10.1080/02602930902862834     Document Type: Article

References (48)

1. Ashworth, P. 2003. The phenomenology of the lifeworld and social psychology. Social Psychological Review 5, no. 1: 18-34.
2. Bandura, A. 1997. Self-efficacy: The exercise of control. New York: W.H. Freeman.
3. Biggs, J., and C. Tang. 2007. Teaching for quality learning at university. 3rd ed. New York: Open University.
4. Black, P., and D. Wiliam. 2006. Developing a theory of formative assessment: Assessment and learning. London: Sage.
5. Bloxham, S., and P. Boyd. 2007. Developing effective assessment in higher education: A practical guide. London: Open University.
6. Boud, D. 2000. Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education 22, no. 2: 151-67.
7. Boud, D. 2001. Peer learning in higher education. London: Kogan Page.
8. Boud, D., and N. Falchikov. 2005. Redesigning assessment for learning beyond higher education. Paper presented at the 28th Annual HERDSA Conference, July 3-6, in Sydney.
9. Boud, D., and N. Falchikov. 2006. Aligning assessment with long-term learning. Assessment and Evaluation in Higher Education 31, no. 4: 399-413.
10. Carless, D. 2007. Learning-orientated assessment: Conceptual bases and practical implications. Innovations in Education and Teaching International 44, no. 1: 57-66.
11. Corben, V. 1999. Misusing phenomenology in nursing research: Identifying the issues. Nurse Researcher 6, no. 3: 52-66.
12. Dochy, F., M. Segers, and D. Sluijsmans. 1999. The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education 24, no. 3: 331-50.
13. Ecclestone, K., and J. Pryor. 2003. 'Learning careers' or 'assessment careers'? The impact of assessment systems on learning. British Educational Research Journal 29, no. 4: 471-88.
14. Harlen, W. 2006. On the relationship between assessment for formative and summative purposes. In Assessment and learning, ed. J. Gardner, 103-18. London: Sage.
15. Harlen, W., and M. James. 1997. Assessment and learning: Differences and relationships between formative and summative assessment. Assessment in Education 4, no. 3: 365-79.
16. James, M. 2006. Assessment teaching and theories of learning. In Assessment and learning, ed. J. Gardner, 47-60. London: Sage.
17. Johnson, R.T., and D.W. Johnson. 1994. An overview of cooperative learning. http://www.cooperation.org/pages/overviewpaper.html (accessed August 31, 2007).
18. Kitzinger, J. 1995. Qualitative research: Introducing focus groups. British Medical Journal 311: 299-302.
19. Knight, P. 2002. Summative assessment in higher education: Practices in disarray. Studies in Higher Education 27, no. 3: 275-86.
20. Ladyshewsky, R. 2001. Reciprocal peer coaching: A strategy for training and development in professional disciplines. Jamison, Australia: Higher Education Research and Development Society of Australia.
21. Ladyshewsky, R., and J. Ryan. 2002a. Reciprocal peer coaching as a strategy for the development of leadership and management competency. In Proceedings of the 11th Annual Teaching and Learning Forum: Focusing on the Student. Perth: Edith Cowan University. http://lsn.curtin.edu.au/tlf/tlf2002/ladyshewsky.html (accessed January 18, 2007).
22. Ladyshewsky, R., and J. Ryan. 2002b. The development of reflective practice in postgraduate business education through the use of peer-centred coaching strategies. Paper presented at the 25th Annual HERDSA Conference, July 7-10, in Perth.
23. Leathwood, C. 2005. Assessment policy and practice in higher education: Purpose, standards and equity. Assessment & Evaluation in Higher Education 30, no. 3: 307-24.
24. Liu, N., and D. Carless. 2006. Peer feedback: The learning element of peer assessment. Teaching in Higher Education 11, no. 3: 279-90.
25. McDowell, L., K. Sambell, V. Bazin, R. Penlington, D. Wakelin, H. Wickes, and J. Smailes. 2006. Assessment for learning: Current practice exemplars for the centre for excellence in teaching and learning. Newcastle, UK: Northumbria University.
26. Meyer, D., and J. Turner. 2002. Discovering emotion in classroom motivation research. Educational Psychologist 37, no. 2: 107-14.
27. Nicol, D., and D. Macfarlane-Dick. 2006. Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education 31, no. 2: 199-218.
28. Orell, J. 2006. Feedback on learning achievement: Rhetoric and reality. Teaching in Higher Education 11, no. 4: 441-56.
29. Pekrun, R., T. Goetz, T. Wolfram, and R. Perry. 2002. Academic emotions in students' selfregulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist 37, no. 2: 91-105.
30. Pintrich, P.R. 1999. The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research 31: 459-70.
31. Pintrich, P.R. 2000. The role of goal orientation in self-regulated learning. In Handbook of self regulation, ed. M. Boekaerts, P.R. Pintrich, and M. Zeidner, 451-502. Amsterdam: Elsevier.
32. Popay, J., A. Rogers, and G. Williams. 1998. Rationale and standards for the systematic review of qualitative literature in health services research. Qualitative Health Research 8, no. 3: 341-51.
33. Pryor, J., and B. Crossouard. 2008. A sociocultural theorisation of formative assessment. Oxford Review of Education 34, no. 1: 1-20.
34. Rushton, R. 2005. Formative assessment: A key to deep learning? Medical Teacher 27, no. 6: 509-13.
35. Sadler, R. 1998. Formative assessment: Revisiting the territory. Assessment in Education 5, no. 1: 77-84.
36. Schutz, P., and J. DeCuir. 2002. Inquiry on emotions in education. Educational Psychologist 37, no. 2: 125-34.
37. Shepherd, L. 2000. The role of assessment in a learning culture. Educational Researcher 29, no. 7: 4-14.
38. Slavin, R. 1996. Research on co-operative learning: What we know, what we need to know. Contemporary Educational Psychology 21: 43-69.
39. Taras, M. 2005. Assessment-summative and formative-some theoretical reflections. British Journal of Educational Studies 53, no. 4: 466-78.
40. Taras, M. 2008. Summative and formative assessment. Perceptions and realities. Active Learning in Higher Education 9, no. 2: 172-92.
41. Topping, K.J. 2005. Trends in peer learning. Educational Psychology 25, no. 6: 631-45.
42. Van der Zam, J., and V. Bergum. 2000. Hermeneutic-phenomenology: Providing living knowledge for nursing practice. Journal of Advanced Nursing 3, no. 1: 211-8.
43. Vygotsky, L.S. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
44. Wolters, C. 2003. Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology 95, no. 1: 179-87.
45. Yorke, M. 2003. Formative assessment in higher education: Move towards theory and the enhancement of pedagogic practice. Higher Education 45: 477-501.
46. Yorke, M. 2001. Formative assessment and its relevance to retention. Higher Education Research and Development 20, no. 2: 115-26.
47. Zimmerman, B. 2000. Attaining self-regulation. In Handbook of self regulation, ed. M. Boekaerts, P.R. Pintrich, and M. Zeidner, 13-39. Amsterdam: Elsevier.
48. Zimmerman, B. 2002. Becoming a self-regulated learner: An overview. Theory into Practice 41, no. 2: 64-70.