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Students’ perceptions of peer assessment effectiveness: an explorative study

journal contribution
posted on 2018-01-01, 00:00 authored by Bhavani Sridharan, Mohammad MuttakinMohammad Muttakin, Dessalegn Mihret
Despite increasing demands by stakeholders to instil teamwork skills in accounting graduates, the assessment practices associated with teamwork in the accounting curricula are not yet well developed. This study examined the association between students’ perceptions of peer assessment attributes (i.e. anonymity, question relevance and mark allocation) and the perceived effectiveness of peer assessment in preventing free riding, reducing conflict, improving communication and enhancing the quality of contributions to teamwork. A peer assessment approach was trialled at a master's accounting course at an Australian university and data were collected via a survey of students’ perceptions of their experiences. Quantitative and qualitative data were gathered to address the research objectives. The results suggested that students who found the mark allocation appropriate, also found that the peer evaluation system had a positive effect in reducing free riding, improving communication within the team and enhancing the quality of contribution of the team members. Students who highly valued the anonymity in peer assessment, also found that peer assessment reduced free riding among team members. Students’ qualitative comments suggested that additional mechanisms are needed in peer assessment, including formative feedback from peers and having teaching staff moderate the marks for summative assessment purposes.

History

Journal

Accounting education

Volume

27

Issue

3

Pagination

259 - 285

Publisher

Taylor & Francis

Location

Abingdon, Eng.

ISSN

0963-9284

eISSN

1468-4489

Language

eng

Publication classification

C Journal article; C1 Refereed article in a scholarly journal

Copyright notice

2018, Informa UK Limited