Feedback, Feedforward: Evaluating the Effectiveness of an Oral Peer Review Exercise amongst Postgraduate Students

Autor/inn/en	Dickson, Hannah; Harvey, Joel; Blackwood, Nigel
Titel	Feedback, Feedforward: Evaluating the Effectiveness of an Oral Peer Review Exercise amongst Postgraduate Students
Quelle	In: Assessment & Evaluation in Higher Education, 44 (2019) 5, S.692-704 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dickson, Hannah) ORCID (Blackwood, Nigel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2018.1528341
Schlagwörter	Feedback (Response); Graduate Students; Learning Experience; Summative Evaluation; Peer Evaluation; Oral Language; Grades (Scholastic); Student Attitudes; Student Evaluation; Evaluation Criteria; Performance; Self Esteem; Anxiety; Academic Achievement; Psychology; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernerfahrung; Oral interpretation; Mündlicher Sprachgebrauch; Notenspiegel; Schülerverhalten; Schulnote; Studentische Bewertung; Achievement; Leistung; Self-esteem; Selbstaufmerksamkeit; Angst; Schulleistung; Psychologie; Ausland; Großbritannien
Abstract	Assessment for learning approaches, such as peer review exercises may improve student performance in summative assessments and increase their satisfaction with assessment practices. We conducted a mixed methods study to evaluate the effectiveness of an oral peer review exercise among post-graduate students. We examined: (1) final assessment grades among students who did and did not take part in the peer review exercise; (2) student perceptions of the impact of the peer review exercise; and (3) student understanding of, and satisfaction with, this new assessment practice. We found that students who took part in the exercise had a significantly higher mean grade in a subsequent summative oral presentation assessment than students who did not take part in the exercise. Students gained a better understanding of assessment and marking criteria and expressed increased confidence and decreased anxiety about completing the subsequent summative assessment. Assessment for learning improves academic attainment and the learning experience in postgraduate students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01