Peer assessment in a test-dominated setting: Empowering, boring or facilitating examination preparation?

Darren Anthony BRYANT, David R. CARLESS

Research output: Contribution to journalArticles

23 Citations (Scopus)

Abstract

The literature suggests that peer assessment contributes to the development of student learning and promotes ownership of assessment processes. These claims emerge from research conducted primarily in Western contexts. This exploratory paper reports on the perspectives that a class of Hong Kong primary school students and their teachers have on their engagement with peer assessment. It draws on data collected through extensive interviews and classroom observations from a 2-year case study. The findings indicate that student perceptions about the usefulness of peer assessment follow from their perspectives on quality of peer feedback, peer language proficiency, and the novelty or repetitiveness of its processes. Teachers and students also viewed peer assessment as assuming a wider role in preparing for examinations and future secondary schooling. A key implication is that assessment practices are deeply cultural and, in test-dominated settings, peer assessment may have most potential when explicit links are drawn with preparation for summative assessment. Copyright © 2009 Springer Science+Business Media B.V.
Original languageEnglish
Pages (from-to)3-15
JournalEducational Research for Policy and Practice
Volume9
Issue number1
DOIs
Publication statusPublished - Feb 2010

Citation

Bryant, D. A., & Carless, D. R. (2010). Peer assessment in a test-dominated setting: Empowering, boring or facilitating examination preparation? Educational Research for Policy and Practice, 9(1), 3-15. doi: 10.1007/s10671-009-9077-2

Keywords

  • Peer assessment
  • Formative assessment
  • Examinations
  • English language teaching
  • Primary school
  • Case study

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