Abstract

This paper presents the findings of a four-year mainly qualitative study of peer and self-assessment in university teaching. Peer and self-assessment activities were introduced with the intention of supporting students’ learning, but they also formed part of the formal grading of the course assignment. Thus, the research aimed to explore the students’ experiences with these activities in this specific learning situation – which benefits they perceived from these activities, what challenges they faced, and what supported their learning. The students completed the survey after participating in the activities, but before receiving their grades and peer feedback so as to capture their authentic experiences with the activities. A total of 103 students completed the survey. The data were analysed using descriptive statistics and thematic analysis. The results indicate that despite being stressful and uncomfortable for many, peer assessment was more beneficial for the students’ learning than self-assessment. The students expressed concerns related to their competence to grade and responsibility for their peers’ grades. However, by addressing students’ needs for autonomy, competence and relatedness, these initial worries can be transformed into drivers for learning. It may be concluded that peer assessment can play a role in supporting students to self-assess.

摘要

本文介绍了一项为期四年的主要关于大学教学中的同伴和自我评估的定性研究的结果。引入同伴和自我评估活动的目的是支持学生的学习，但它们也是课程作业正式评分的一部分。因此，该研究旨在探索学生在这种特定学习情况下对这些活动的体验——他们从这些活动中感受到的好处、他们面临的挑战以及支持他们学习的因素。学生在参加活动后完成调查，但在收到成绩和同伴反馈之前完成调查，以捕捉他们在活动中的真实体验。共有103名学生完成了调查。使用描述性统计和专题分析对数据进行分析。结果表明，尽管许多人感到压力和不舒服，但同伴评估对学生的学习比自我评估更有益。学生们表达了对其评分能力和对同龄人成绩的责任的担忧。然而，通过满足学生对自主性、能力和相关性的需求，这些最初的担忧可以转化为学习的动力。可以得出结论，同伴评估可以在支持学生进行自我评估方面发挥作用。能力和相关性，这些最初的担忧可以转化为学习的动力。可以得出结论，同伴评估可以在支持学生进行自我评估方面发挥作用。能力和相关性，这些最初的担忧可以转化为学习的动力。可以得出结论，同伴评估可以在支持学生进行自我评估方面发挥作用。