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

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 proj...

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Bibliographic Details
Published in:Higher education 2020-07, Vol.80 (1), p.137-156
Main Authors: Ibarra-Sáiz, María Soledad, Rodríguez-Gómez, Gregorio, Boud, David
Format: Article
Language:English
Subjects:
Analysis
College students
Colleges & universities
Competence
Education
Evaluative Thinking
Feedback
Feedback (Response)
Higher Education
Influence
Laws, regulations and rules
Learning
Learning strategies
Mediation
Participation
Peer assessment
Peer Evaluation
Peers
Project management
Regulation
Self Control
Self evaluation
Self management
Self regulation
Skills
Structural equation modeling
Structural equation models
Student assessment
Student Development
Student Participation
Students
Teacher evaluations
Undergraduate Students
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Summary: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.
ISSN:0018-1560
1573-174X
DOI:10.1007/s10734-019-00469-2