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dc.contributor.authorBarefoot, Helen
dc.contributor.authorLou, Fang
dc.contributor.authorRussell, M.
dc.date.accessioned2011-05-09T15:16:16Z
dc.date.available2011-05-09T15:16:16Z
dc.date.issued2011
dc.identifier.citationBarefoot , H , Lou , F & Russell , M 2011 , ' Peer assessment : educationally effective and resource efficient ' , Blended Learning in Practice , vol. 2011 , no. January , pp. 21-35 .
dc.identifier.issn2041-1758
dc.identifier.otherPURE: 129381
dc.identifier.otherPURE UUID: d88d2c6b-591f-4ebe-bd77-f20b9ebad9b0
dc.identifier.otherdspace: 2299/5770
dc.identifier.urihttp://hdl.handle.net/2299/5770
dc.descriptionOriginal article can be found at : http://www.herts.ac.uk/blip Copyright University of Hertfordshire
dc.description.abstractPeer assessment was included within a Level 4 Human Physiology module at the Univer-sity of Hertfordshire following a periodic programme review during the academic year 2006-2007. The peer assessment exercise was thought to be beneficial in terms of student learning as it: engaged students explicitly with marking criteria; stimulated dialogue around assessment and feedback and ensured prompt feedback. It was beneficial for staff as it reduced the marking burden and enabled students to receive prompt feedback on their work. Performance on subsequent laboratory reports supported the argument that peer assess-ment enhanced student learning and that the skills associated with data analysis and aca-demic writing can be transferred across modules. Comparison of student performance on a laboratory report (tutor assessed) submitted prior to the peer assessment activity, with a later submission of a laboratory report (tutor assessed) which took place after the peer assessment activity, demonstrated a statistically significant improvement in performance on the second assignment (p<0.001). However, a number of possible confounding factors could also have influenced student improvement e.g. improved understanding over time; differing support provision for the two assignments, differing requirements in terms of the nature of the assignments and differing staff members teaching and assessing the assign-ments. The introduction of a reflective questionnaire to the peer assessment process, during the 2009-2010 academic year enabled better understanding of the student perceptions of peer assessment. Of those students who responded, 77% indicated that peer assessment was beneficial for their learning. Over 80% indicated that they had benefited from being engaged with the marking criteria prior to writing the report and perhaps most importantly, 83% indicated that they felt better prepared for their next laboratory report as a conse-quence of the peer assessment activity. The feedback supports the argument that the peer assessment activity did support student learning and was beneficial for future assign-ments. Peer assessment therefore offers the potential to benefit student learning as well as being a resource efficient assessment method for staff.en
dc.language.isoeng
dc.relation.ispartofBlended Learning in Practice
dc.rightsOpen
dc.titlePeer assessment : educationally effective and resource efficienten
dc.contributor.institutionLearning and Teaching Innovation Centre
dc.contributor.institutionOffice of the Vice-Chancellor
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.contributor.institutionSchool of Life and Medical Sciences
dc.contributor.institutionDepartment of Human and Environmental Sciences
dc.contributor.institutionRegistry
dc.contributor.institutionAgriculture, Food and Veterinary Sciences
dc.contributor.institutionPharmacology and Clinical Science Research
dc.contributor.institutionBiosciences Research Group
dc.description.statusPeer reviewed
dc.relation.schoolSchool of Life and Medical Sciences
dcterms.dateAccepted2011
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeOpen


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