The road to self-assessment: exemplar marking before peer review develops first-year students’ capacity to judge the quality of a scientific report

Assessment and Evaluation in Higher Education

Volumn 39, Issue 8, 2014, Pages 971-986

  Yucel, Robyn ^a   Bird, Fiona L ^a   Young, Jodie ^a   Blanksby, Tania ^a  

^a LA TROBE UNIVERSITY   (Australia)

Author keywords

assessment criteria; formative assessment; peer feedback; peer review; scientific writing

Indexed keywords

EID: 84926130822     PISSN: 02602938     EISSN: 1469297X     Source Type: Journal    
DOI: 10.1080/02602938.2014.880400     Document Type: Article

References (47)

1. Ballantyne, R., K. Hughes, and A. Mylonas. 2002. “Developing Procedures for Implementing Peer Assessment in Large Classes Using an Action Research Process.” Assessment & Evaluation in Higher Education 27 (5): 427–441.
2. Bird, F., and R. Yucel. 2013. “Improving Marking Reliability of Scientific Writing with the Developing Understanding of Assessment for Learning Programme.” Assessment & Evaluation in Higher Education 38 (5): 536–553.
3. Bloxham, S. 2009. “Marking and Moderation in the UK: False Assumptions and Wasted Resources.” Assessment & Evaluation in Higher Education 34 (2): 209–220.
4. Bloxham, S., and A. West. 2004. “Understanding the Rules of the Game: Marking Peer Assessment as a Medium for Developing Students’ Conceptions of Assessment.” Assessment & Evaluation in Higher Education 29 (6): 721–733.10.1080/0260293042000227254
5. Boud, D. 1995. Enhancing Learning through Self Assessment. London: Kogan Page.
6. Calder, A., and B. Daly. 2009. “Learning from Our Students.” Journal of Academic Language and Learning 3 (1): A26–A37.
7. Cartney, P. 2010. “Exploring the Use of Peer Assessment as a Vehicle for Closing the Gap between Feedback Given and Feedback Used.” Assessment & Evaluation in Higher Education 35 (5): 551–564.
8. Eisner, E. W. 1985. The Art of Educational Evaluation: A Personal View. London: Falmer Press.
9. Freire, P. 2000. Pedagogy of the Oppressed. New York: Continuum International Publishing Group.
10. von Glasersfeld, E. 2007. “Learning as a Constructive Activity.” In Key Works in Radical Constructivism, edited by M. Larochelle, 3–19. Rotterdam: Sense Publishers.
11. Gourlay, S. 2006a. “Conceptualizing Knowledge Creation: A Critique of Nonaka’s Theory.” Journal of Management Studies 43 (7): 1415–1436.10.1111/joms.2006.43.issue-7
12. Gourlay, S. 2006b. “Towards Conceptual Clarity for ‘Tacit Knowledge’: A Review of Empirical Studies.” Knowledge Management Research and Practice 4 (1): 60–69.10.1057/palgrave.kmrp.8500082
13. Hattie, J., and H. Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112.10.3102/003465430298487
14. Kift, S. M., and K. E. Moody. 2009. “Harnessing Assessment and Feedback in the First Year to Support Learning Success, Engagement and Retention.” In ATN Assessment Conference. Melbourne, Victoria: RMIT University.
15. Kift, S., K. Nelson, and J. Clarke. 2010. “Transition Pedagogy: A Third Generation Approach to Fye – A Case Study of Policy and Practice for the Higher Education Sector.” The International Journal for the First Year in Higher Education 1 (1): 1–20.
16. Klein, J. H. 2008. “Some Directions for Research in Knowledge Sharing.” Knowledge Management Research and Practice 6 (1): 41–46.10.1057/palgrave.kmrp.8500159
17. Krause, K.-L., and H. Coates. 2008. “Students’ Engagements in First-year University.” Assessment & Evaluation in Higher Education 33 (5): 493–505.
18. Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.10.1017/CBO9780511815355
19. Li, L., X. Liu, and A. L. Steckelberg. 2010. “Assessor or Assessee: How Student Learning Improves by Giving and Receiving Peer Feedback.” British Journal of Educational Technology 41 (3): 525–536.10.1111/bjet.2010.41.issue-3
20. Liu, N.-F., and D. Carless. 2006. “Peer Feedback: The Learning Element of Peer Assessment.” Teaching in Higher Education 11 (3): 279–290.10.1080/13562510600680582
21. MacDonald, K. 2011. “A Reflection on the Introduction of a Peer and Self Assessment Initiative.” Practice and Evidence of Scholarship of Teaching and Learning in Higher Education 6 (1): 27–42.
22. Magin, D. 2001. “Reciprocity as a Source of Bias in Multiple Peer Assessment of Group Work.” Studies in Higher Education 26 (1): 53–63.10.1080/03075070020030715
23. McMahon, T. 2010. “Peer Feedback in an Undergraduate Programme: Using Action Research to Overcome Students’ Reluctance to Criticise.” Educational Action Research 18 (2): 273–287.10.1080/09650791003741814
24. Mulder, R. A., C. Baik, R. Naylor, and J. Pearce. 2013. “How Does Student Peer Review Influence Perceptions, Engagement and Academic Outcome? A Case Study.” Assessment & Evaluation in Higher Education. doi:10.1080/02602938.2013.860421.
25. Mulder, R. A., and J. M. Pearce. 2007. “PRAZE: Innovating Teaching through Online Peer Review.” Paper presented at the Ascilite Conference, Nangyang Technological University, Singapore, December 2–5.
26. Nelson, K. J., J. E. Clarke, S. Kift, and T. A. Creagh. 2011. Trends in Policies, Programs and Practices in the Australasian First Year Experience Literature 2000–2010. The First Year in Higher Education Research Series on Evidence-based Practice, No. 1. Brisbane: Queensland University of Technology.
27. Nicol, D. J., 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 (2): 199–218.10.1080/03075070600572090
28. Nicol, D., A. Thomson, and C. Breslin. 2014. “Rethinking Feedback Practices in Higher Education: A Peer Review Perspective.” Assessment & Evaluation in Higher Education 39 (1): 102–122.10.1080/02602938.2013.795518
29. O’Donovan, B., M. Price, and C. Rust. 2004. “Know What I Mean? Enhancing Student Understanding of Assessment Standards and Criteria.” Teaching in Higher Education 9 (3): 325–335.10.1080/1356251042000216642
30. O’Donovan, B., M. Price, and C. Rust. 2008. “Developing Student Understanding of Assessment Standards: A Nested Hierarchy of Approaches.” Teaching in Higher Education 13 (2): 205–217.10.1080/13562510801923344
31. Orsmond, P., S. Merry, and K. Reiling. 2002. “The Use of Exemplars and Formative Feedback When Using Student Derived Marking Criteria in Peer and Self-assessment.” Assessment & Evaluation in Higher Education 27 (4): 309–323.
32. Papinczak, T., L. Young, and M. Groves. 2007. “Peer Assessment in Problem-based Learning: A Qualitative Study.” Advances in Health Sciences Education 12 (2): 169–186.10.1007/s10459-005-5046-6
33. Patton, C. 2011. “‘Some Kind of Weird, Evil Experiment’: Student Perceptions of Peer Assessment.” Assessment & Evaluation in Higher Education 37 (6): 1–13.
34. Polanyi, M. 1958. Personal Knowledge: Towards a Post-critical Philosophy. London: Routledge and Kegan Paul.
35. Polanyi, M. 1962. “Tacit Knowing: Its Bearing on Some Problems of Philosophy.” Reviews of Modern Physics 34 (4): 601–616.10.1103/RevModPhys.34.601
36. Robinson, R. 2001. “Calibrated Peer Review: An Application to Increase Student Reading and Writing Skills.” The American Biology Teacher 63 (7): 474–480.
37. Rubin, R. F., and T. Turner. 2012. “Student Performance on and Attitudes toward Peer Assessments on Advanced Pharmacy Practice Experience Assignments.” Currents in Pharmacy Teaching and Learning 4 (2): 113–121.10.1016/j.cptl.2012.01.011
38. Rust, C. 2001. A Briefing on Assessment of Large Groups. Learning and Teaching Support Network Generic Centre. Assessment Series No. 12. York: Learning and Teaching Support Network.
39. Rust, C., B. O’Donovan, and M. Price. 2005. “A Social Constructivist Assessment Process Model: How the Research Literature Shows us This Could be Best Practice.” Assessment & Evaluation in Higher Education 30 (3): 231–240.
40. Rust, C., M. Price, and B. O’Donovan. 2003. “Improving Students’ Learning by Developing Their Understanding of Assessment Criteria and Processes.” Assessment & Evaluation in Higher Education 28 (2): 147–164.
41. Sadler, D. R. 2010. “Beyond Feedback: Developing Student Capability in Complex Appraisal.” Assessment & Evaluation in Higher Education 35 (5): 535–550.
42. Smith, H., A. Cooper, and L. Lancaster. 2002. “Improving the Quality of Undergraduate Peer Assessment: A Case for Student and Staff Development.” Innovations in Education and Teaching International 39 (1): 71–81.10.1080/13558000110102904
43. Topping, K. 1998. “Peer Assessment between Students in Colleges and Universities.” Review of Educational Research 68 (3): 249–276.10.3102/00346543068003249
44. Venables, A., and R. Summit. 2003. “Enhancing Scientific Essay Writing Using Peer Assessment.” Innovations in Education & Teaching International 40 (3): 281–290.10.1080/1470329032000103816
45. Vickerman, P. 2009. “Student Perspectives on Formative Peer Assessment: An Attempt to Deepen Learning?” Assessment & Evaluation in Higher Education 34 (2): 221–230.
46. Weber, R. P. 1990. Basic Content Analysis. 2nd ed. Newbury Park, CA: Sage.
47. van Zundert, M., D. Sluijsmans, and J. van Merriënboer. 2010. “Effective Peer Assessment Processes: Research Findings and Future Directions.” Learning and Instruction 20 (4): 270–279.10.1016/j.learninstruc.2009.08.004