Authors: Kelly Chambers, University of the Sunshine Coast, Queensland; Robert Whannell, University of New England, NSW; Patricia Whannell, University of New England, NSW
Summary: This paper presents the findings from research on peer assessment practice that was specifically focussed on improving the experience in a tertiary bridging course. The objective of the study was to examine the impact of this assessment approach on student social relationships and the overall assessment experience. The study also examined whether peer assessment provided a valid and reliable method of assessment at the tertiary bridging level and whether students were equipped to be able to engage with this form of assessment. Data were collected from 107 students enrolled in a tertiary bridging program at a regional university in Australia using a custom designed questionnaire. Four subscales, Task Experience, Feedback, Peer Relationships and Process Understanding, were identified and analysed. The initial results suggest this model of assessment did add value for students in the positive attitude toward the task and the feedback they received from their peers. The participants did not report a preference for peer assessment over other traditional forms. Improvements in the quality of peer relationships were also not identified. It was concluded that, while there are benefits provided by peer assessment in improving the students’ understanding of the process of assessment, there were limited benefits in its use in relation to improving the overall student experience.
Keywords: tertiary bridging education, peer assessment, peer relationships
This article is part of AJAL, Volume 54_1. The entire volume is available in .pdf for purchase here.