Enhancing International Postgraduates' Learning Experience with Online Peer Assessment and Feedback Innovation

Autor/inn/en	Chew, Esyin; Snee, Helena; Price, Trevor
Titel	Enhancing International Postgraduates' Learning Experience with Online Peer Assessment and Feedback Innovation
Quelle	In: Innovations in Education and Teaching International, 53 (2016) 3, S.247-259 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2014.937729
Schlagwörter	Learning Experience; Graduate Students; Instructional Innovation; Electronic Learning; Peer Evaluation; Feedback (Response); Foreign Students; Evaluation Criteria; Qualitative Research; Semi Structured Interviews; Achievement Gains; Active Learning; Student Improvement; Teaching Methods; Educational Practices; Foreign Countries; Cameroon; China; India; Mexico; Nigeria; Pakistan; Spain; Tanzania + Suchen Sie Ihr Suchwort? Lernerfahrung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Educational Innovation; Bildungsinnovation; Qualitative Forschung; Achievement gain; Leistungssteigerung; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Ausland; Kamerun; Indien; Mexiko; Spanien; Tansania
Abstract	Internationalisation and assessment and feedback are one of the main research agenda in the UK higher education. The study reports the Higher Education Academy Economics Network-funded research for international students' experience with peer assessment and feedback innovation. The Vygotsky's Zone of Proximal Development (ZPD) theoretical framework is used to analyse students' experience. The finding demonstrates that peer assessment practice enhances assessment and feedback experience for international students. However, the heterogeneity in assessors' ability levels may affect the confidence of students in peer assessment. Independent justification for providing peer assessment or making sense of received feedback is necessary. The model of PeerMark's ZPD is suggested to become part of the peer assessment for learning ecosystem in order to empower learning experience rather than to provoke diffidence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01