Work

Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement

Year: 2020

Type: article

Abstract: How can students’ competence be developed through peer assessment? This paper focuses on how relevant variables such as participation, evaluative judgement and the quality of the assessment interact and influence peer assessment. From an analysis of 4 years of data from undergraduate classes in project management, it develops a model of causal relationships validated using the PLS-SEM method. It demonstrates relationships between these variables and considerers the influence of students’ competence and the mediating nature of feedback and self-regulation on the process. It points to how peer assessment practices can be improved whilst highlighting how evaluative judgement and feedback are two key elements that can be addressed to deliver the effective development of students’ competence.

Source: Higher Education

DOI: 10.1007/s10734-019-00469-2

Authors: María Soledad Ibarra-Sáiz, Gregorio Rodríguez-Gómez, David Boud

Institutions: Universidad de Cádiz, Deakin University

Language: English

Topic: Student Assessment and Feedback

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,750