Peer Assessment in a Test-Dominated Setting: Empowering, Boring or Facilitating Examination Preparation?

Autor/inn/en	Bryant, Darren A.; Carless, David R.
Titel	Peer Assessment in a Test-Dominated Setting: Empowering, Boring or Facilitating Examination Preparation?
Quelle	In: Educational Research for Policy and Practice, 9 (2010) 1, S.3-15 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-009-9077-2
Schlagwörter	Feedback (Response); Peer Evaluation; Foreign Countries; Language Proficiency; Educational Assessment; Elementary School Students; Interviews; Observation; Student Attitudes; Teacher Attitudes; Case Studies; Educational Testing; Evaluation Methods; Elementary School Teachers; English (Second Language); Second Language Instruction; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Language skill; Language skills; Sprachkompetenz; Education; assessment; Bewertungssystem; Interviewing; Interviewtechnik; Beobachtung; Schülerverhalten; Lehrerverhalten; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Hongkong
Abstract	The literature suggests that peer assessment contributes to the development of student learning and promotes ownership of assessment processes. These claims emerge from research conducted primarily in Western contexts. This exploratory paper reports on the perspectives that a class of Hong Kong primary school students and their teachers have on their engagement with peer assessment. It draws on data collected through extensive interviews and classroom observations from a 2-year case study. The findings indicate that student perceptions about the usefulness of peer assessment follow from their perspectives on quality of peer feedback, peer language proficiency, and the novelty or repetitiveness of its processes. Teachers and students also viewed peer assessment as assuming a wider role in preparing for examinations and future secondary schooling. A key implication is that assessment practices are deeply cultural and, in test-dominated settings, peer assessment may have most potential when explicit links are drawn with preparation for summative assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10