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Peer Assessment Literature Review

975 Words4 Pages

This section will provide an overview of the relevant literature related to the topic. The purpose of this section is to explore the background of the topic chosen, look through the work already known about peer assessment and give a summary of existing literature. In general, assessment has two main purposes: a certification purpose and a learning purpose. The former is also known as summative while the latter one as formative assessment. (Liu & Carless, 2006). In the past the first one dominant because assessment was seen as a tool of measuring the level of knowledge, while in the present time the concept of assessment is wider, and it is on all stages of the learning process and sometimes even beyond it. It has happened to our …show more content…

In his article Reinholz (2016) describes peer assessment “as a set of activities through which individuals make judgments about the work of others”. Students can evaluate real or hypothetical work of other students of the same level as they are. That is the difference of peer assessment from peer tutoring. However, according to Bostock (2000) peer assessment could be considered as part of peer tutoring, and it promotes development of important skills as evaluating and justifying. Students except evaluating each others’ work can also provide feedback. “Peer assessment is an umbrella term, encapsulating a number of related activities” (Reinholz, …show more content…

There are some studies conducted to explore what students attitude is towards this process. In 2013 a group of researchers conducted a study to examine students’ perception of peer assessment. A big number of students were enrolled to this study; more than 400 participants did a questionnaire before and after the procedure on their feelings about peer assessment. Results showed students’ positive attitude towards this process; they considered it to be motivating and promoting learning. Llado et al. (2013) points out as the main benefit for participants the fact that they have a chance to learn from their own mistakes and of their group mates. In addition, the researchers believe that ‘the experience provides other important skills for their future professional work, such as being subjected to criticism by others of the same rank and coping with the responsibility of fairly judging the quality of a peer’s work’. Some drawbacks were mentioned concerning the stress and discomfort of being assessed by a group mate. The authors accept this fact and suggest avoiding it by using simple training with students (Llado et al.,

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