The Key Role of the Teacher in the Implementation of Peer Assessment in Higher Education

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Abstrakt

Research on peer assessment (PA) in Higher Education (HE) has focused extensively on learning benefits, validity and reliability, impact on students’ performance and students’ perceptions.
The purpose of this paper is to add a new perspective by focusing on the key role of teachers in the successful implementation of PA. The efficiency of PA exercises depends greatly on the quality of the instructional design (Falchikov and Goldfinch, 2000), the characteristics of the rubrics (Reinholz, 2015), students’ training on evaluation skills (Van Zundert, Sluijsmans and Van Merrienboer, 2010) and the collaboration between teachers and students in the writing of assessment criteria (Thomas, Martin and Pleasants, 2011). These issues are closely related to the teaching skills, involvement and attitudes of teaching staff in the setting-up and delivery of PA exercises and therefore deserve special consideration in order to ensure that PA is implemented in such a way that its benefits (enhance learning, promote self-reflection, develop graduate skills, etc.) are maximized.
The topics discussed in this paper fall into three main categories: instructional design, collaboration between teacher and students and training in evaluation and technological skills. The first category includes issues such as the importance of a constructive alignment design model and the challenges of linking course assessment criteria with peer assessment rubrics. Some of the issues included in the second category are the role of the teacher as facilitator and a collaborative approach between faculty and students to decide assessment criteria. Finally, the need for guiding and training students in skills such as evaluation and reflection are discussed in the third category.
OriginalsprogEngelsk
TitelICERI 2019 Proceedings : 12th International Conference of Education, Research and Innovation
RedaktørerL. Gómez Chova, A. López Martínez, I. Candel Torres
Antal sider9
UdgivelsesstedValencia
ForlagInternational Association of Technology, Education and Development
Publikationsdato2019
Sider879-887
ISBN (Trykt)9788409147557
DOI
StatusUdgivet - 2019
Begivenhed12th Annual International Conference of Education, Research and Innovation. ICERI 2019 - Seville, Spanien
Varighed: 11 nov. 201913 nov. 2019
https://iated.org/archive/iceri2019

Konference

Konference12th Annual International Conference of Education, Research and Innovation. ICERI 2019
LandSpanien
BySeville
Periode11/11/201913/11/2019
Internetadresse
NavnICERI proceedings
ISSN2340-1095

Bibliografisk note

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Emneord

  • Peer assessment
  • Higher education
  • Teacher role
  • Instructional design
  • Evaluation
  • Self-reflection
  • Rubrics

Citationsformater