Abstract

While the benefits of peer review on feedback literacy are widely recognised, peer marking tends to be associated with summative assessment, and often dismissed as a legacy from outdated approaches where assessment was used for measuring learning rather than as a means of achieving it. This paper repositions peer marking as a means of developing feedback literacy within a sustainable model of assessment. It presents an illustrative study where formative peer marking was integrated in a first-year distance learning undergraduate module in language studies, using digital asynchronous tools. Student engagement among the cohort (N = 939), as well as students’ learning behaviours and attitudes to peer marking, were evaluated through a combination of quantitative and qualitative methods. Patterns of student engagement varied, with 41% of the cohort engaging in some way, but only 17% completing all task components. Thematic analysis of student forum discussions reveals that the process of marking and comparing marks did elicit an array of critical evaluation strategies among the latter group. Comments voiced by those students as to the value of peer marking were also positive, though it is also noted that this was a self-selected group. A roadmap for the graded integration of peer assessment across the curriculum is proposed.

摘要

虽然同行评审对反馈素养的好处得到广泛认可，但同行评分往往与总结性评估相关联，并且经常被认为是过时方法的遗留问题，在这些方法中，评估用于衡量学习而不是作为实现学习的手段。本文将同伴评分重新定位为在可持续评估模型中发展反馈素养的一种手段。它提出了一项说明性研究，其中使用数字异步工具将形成性同伴标记整合到语言研究的第一年远程学习本科模块中。队列中的学生参与度 ( N = 939)，以及学生的学习行为和对同伴评分的态度，通过定量和定性方法的组合进行评估。学生参与的模式各不相同，41% 的学生以某种方式参与，但只有 17% 的人完成了所有任务组成部分。学生论坛讨论的主题分析表明，评分和比较分数的过程确实在后一组中引发了一系列批判性评估策略。这些学生对同伴评分的价值发表的评论也是积极的，但也注意到这是一个自我选择的群体。提出了跨课程的同伴评估分级整合的路线图。