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Peer Assessment Literature Review - Coggle Diagram
Peer Assessment
Literature Review
Understanding
Develop Skills in Peer Assessment [Mulder et al]
Self Assessment [Mulder et al]
Effective Feedback (referencing Vygotsky and Piaget) [Hogan & Tudge]
Encourage Frequency [Reddy]
Instructor should embody collaborative learning [Shimazoe & Aldritch]
Address learning styles [Vickerman]
Conflict
Anti reciprocal from very good work or very good reviewers [Kotturi et al]
There is no way to reduce likelihood of students leaving teams [Huang et al]
Process
Vital to Curriculum Design [Boud and Molloy]
Essential Process for Learning [Carless]
Peer feedback as an end in itself [Lui & Carless]
Students should become more literate in feedback [Carless & Boud]
Clearly defined criteria [Pond et al]
Message analysis framework to define 'social competencies' [Lee & Lim]
Emphasise permanence in groups [Michaelsen]
Analyse students judgement after peer review [Tu & Lu]
Dialogue
Double Loop Learning [Agyris]
Feedback Loops [Carless]
Development needed over time [Carless]
Teachers become designers and sustainders of a milieu [Boud & Molloy]
Facilitator of self regulatory learning [Yan & Carless]
Feedback Triangle [Yang & Carless]
Industry
Type of Feedback: Conceptual Feedback, Structural Feedback, Play Driven feedback [Seering et al]
Studio based pedagogy [Estey et al]
Design and Studio Pedagogy (based on Architectural design) [Dutton]
Hidden Curriculum
Anti competitive
Issues
Fear about giving and receiving peer feedback [Cestone et al]
no specific correlation between good team work and academic success [Wilmot & Crawford]
Demanding of Time [Pond et al]
Peer-only marking tends to over exaggerate differences between the team members; a combined system of self and peer marking tends to moderate extreme marks [Wilmot & Crawford]
Students focussing only on their own discipline and not others [Pfaff & Huddleston]
Methods
5 areas to for managing teams [Loughry et al]
Develop Working Groups for peer assessment at UCL [Garcia et al]
Interaction analysis can be effective [Dardoumis et al]
Essential Principles [Michaelsen]
1) groups must be properly formed and managed,
2) students must be made accountable for their individual and group work,
3) group assignments must promote both learning and team development,
4) students must have frequent and timely feedback
Combine peer with self assessment [Scott et al]
Benefits
Student Satisfaction [Settle et al]
Developing Diverse Skills [Moore & Teather]
Reciprocity and co-dependency [Reddy]
Learning from giving as much as receiving [Nicol et al]
Mastery of Learning - bring group learning to a base line. [Montebelio et al]
Students are confident in their peer reviewers [Bauer et al]
HIgher education's main goal is to create 'reflective practitioners' [Falchikov & Boud]
Students look to each other not seeing the teacher as sole source of information. [Lavy & Yadin]
Fairness
Gendered issues [Morgan & Murray]
Free rider [Lee & Lim][Pfaff & Huddleston][Tu & Lu]
Friendship Marking, Collusive Marking, Decibel Marking, Parasite marking - [Cestone et al]
Friends not makring each other down [Lee & Lim]
Responding to the emotional side of Feedback [Yang & Carless]
Should be about awarding of marks [Lui & Carless]
Lack of Confidence in the process [Cheng & Warren]