Empowering students through peer assessment: interrogating complexities and challenges. Issue 3 (4th May 2018)

• Record Type: Journal Article
• Authors: Hogg, Linda Mary
• Is Part Of: Reflective practice. Volume 19:Issue 3(2018)
• Page Start: 308
• Page End: 321
• Publication Date: 2018-05-04
• Subjects: Peer assessment -- dysconscious hegemony -- self-study -- student empowerment -- higher education -- neoliberalism; Professions -- Periodicals; Reflection (Philosophy) -- Periodicals; Thought and thinking -- Periodicals; Self-knowledge, Theory of -- Periodicals; Career development -- Periodicals; 370.15
• DOI: 10.1080/14623943.2018.1437404
• Languages: English
• ISSNs: 1462-3943

Abstract

Abstract: This paper describes a self-study of the author's implementation of peer assessment (PA) in an undergraduate education course. The goal was to improve alignment of assessment practice and theory of practice, by introducing PA to empower students and draw on their funds of knowledge. The PA design is described, and student perception data are analysed alongside lecturer reflections. The focus is on elaboration of personal learning points for the author. Findings suggest the success of PA related to students' ideas about its value, highlighting the importance of motivation to engage as peer assessors. Other findings revealed the author's blindspots, because there were ways that her values and beliefs constrained goal attainment, and illuminated next steps.