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Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement

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journal contribution
posted on 14.01.2020, 00:00 authored by M S Ibarra-Sáiz, G Rodríguez-Gómez, David BoudDavid Boud
How can students’ competence be developed through peer assessment? This paper focuses on how relevant variables such as participation, evaluative judgement and the quality of the assessment interact and influence peer assessment. From an analysis of 4 years of data from undergraduate classes in project management, it develops a model of causal relationships validated using the PLS-SEM method. It demonstrates relationships between these variables and considerers the influence of students’ competence and the mediating nature of feedback and self-regulation on the process. It points to how peer assessment practices can be improved whilst highlighting how evaluative judgement and feedback are two key elements that can be addressed to deliver the effective development of students’ competence.

History

Journal

Higher Education

Pagination

1 - 20

Publisher

Springer

Location

Berlin, Germany

ISSN

0018-1560

eISSN

1573-174X

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2019, The Author(s)