Students’ Attitude to Peer Assessment Process: A Critical Factor for Success

Walter S Ng*, Guoxing Yu

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

Abstract

Peer assessment has been frequently used to improve students’ academic writing skills. However, how to address students’ unsatisfactory attitude during the peer assessment process remains a major challenge to further improve students’ learning outcome and engagement. In our project, we implemented Interactive Peer Assessment, which comprised various components, to improve students’ attitude during the peer assessment process. One hundred and fifty-three students participated in the Interactive Peer Assessment on academic writing at a wiki platform. Data were collected from student questionnaires and the records in webpages of wiki platform. It was found that the students demonstrated different levels of attitude changes in the form of compliance, identification and internalisation, and that different attitude changes were elicited by various components of the Interactive Peer Assessment. Significant learning improvement was also found in students’ academic writing skills. Results of this study demonstrate the value and importance of incorporating strategies planned specifically to foster and maintain a positive attitude in the peer assessment process so as to enhance the desired effectiveness of peer assessment on learning outcomes and engagement.
Original languageEnglish
Number of pages20
JournalInteractive Learning Environments
Early online date23 Apr 2021
DOIs
Publication statusE-pub ahead of print - 23 Apr 2021

Bibliographical note

Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

  • peer assessment
  • attitude
  • attitude change
  • academic writing
  • engagement

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