Student perceptions of peer assessment: an interdisciplinary study
dc.contributor.author
dc.date.accessioned
2014-09-02T11:26:04Z
dc.date.available
2014-09-02T11:26:04Z
dc.date.issued
2014
dc.identifier.issn
0260-2938
dc.identifier.uri
dc.description
This is an Author's Original Manuscript of an article published in Assessment and Evaluation in Higher Education, 2014, vol. 39, núm. 5, p. 592-610, available online at: http://dx.doi.org/10.1080/02602938.2013.860077
dc.description.abstract
Peer assessment provides students with multiple benefits during their learning process. The aim of our study is to examine students' perception of peer assessment. Questionnaires were administered before and after the peer-assessment process to 416 students studying 11 different subjects in four different fields taught at the University of Girona. Results suggest that students have a positive predisposition towards this methodology, both before and after its implementation. Students perceive it as a both motivating and recommended methodology that facilitates the acquisition of learning at different levels. As for its limitations, students highlight the responsibility that comes with it and a certain amount of distrust in fellow students' abilities to peer-assess
dc.format.mimetype
application/pdf
dc.language.iso
eng
dc.publisher
Taylor and Francis
dc.relation.isformatof
Versió preprint del document publicat a: http://dx.doi.org/10.1080/02602938.2013.860077
dc.relation.ispartof
© Assessment and Evaluation in Higher Education, 2014, vol. 39, núm. 5, p. 592-610
dc.relation.ispartofseries
Articles publicats (D-P)
dc.rights
Tots els drets reservats
dc.subject
dc.title
Student perceptions of peer assessment: an interdisciplinary study
dc.type
info:eu-repo/semantics/article
dc.rights.accessRights
info:eu-repo/semantics/openAccess
dc.embargo.terms
Cap
dc.type.version
info:eu-repo/semantics/submittedVersion
dc.identifier.doi
dc.identifier.idgrec
019174
dc.identifier.eissn
1469-297X