Developing Procedures for Implementing Peer Assessment in Large Classes Using an Action Research Process

Ballantyne, Roy, Hughes, Karen and Mylonas, Aliisa (2002) Developing Procedures for Implementing Peer Assessment in Large Classes Using an Action Research Process. Assessment and Evaluation in Higher Education, 27 5: 427-441. doi:10.1080/0260293022000009302


Author Ballantyne, Roy
Hughes, Karen
Mylonas, Aliisa
Title Developing Procedures for Implementing Peer Assessment in Large Classes Using an Action Research Process
Journal name Assessment and Evaluation in Higher Education   Check publisher's open access policy
ISSN 0260-2938
Publication date 2002-01-01
Sub-type Article (original research)
DOI 10.1080/0260293022000009302
Open Access Status Not yet assessed
Volume 27
Issue 5
Start page 427
End page 441
Total pages 15
Place of publication Abingdon, England
Publisher Taylor & Francis
Language eng
Subject 130103 Higher Education
Abstract Peer assessment has been used successfully in higher education, with important benefits reported in terms of student learning. However, most of the literature has focused on its use with small groups of students taught by staff who are committed to the peer assessment process. This paper reports the development of peer assessment procedures for use in large classes, using a cyclical process of action, reflection and refined action. The project was carried out in three phases and after each phase changes were made to the procedures in response to student and staff feedback. The development of procedures is discussed in relation to assessment tasks, assessment criteria, anonymity, procedural guidelines, distribution systems, marking procedures and tutor remarking. Although there are specific difficulties associated with the use of peer assessment in large classes, this study suggests that these are outweighed by the learning benefits for students. Based on the findings of this study, recommendations are made for ways in which peer assessment might be successfully applied in large classes.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collections: Excellence in Research Australia (ERA) - Collection
UQ Business School Publications
 
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Created: Mon, 02 Mar 2009, 21:36:33 EST by Ms Lynette Adams on behalf of School of Tourism