Science Journal of Education

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Staff’s Practice of Peer Assessment in the International Classroom in UK HE

Received: 04 May 2017    Accepted:     Published: 04 May 2017
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Abstract

Influenced by social constructivism emphasizing students’ responsibility for their own learning, peer assessment has become popular in many UK universities, which facilitates inquiry into learning by the learner through integration of understanding from active engagement in assessment and collaboration with staff and classmates [1]. As increasingly large numbers of international students come to study in the UK, staff have had to face issues of how to provide an appropriate assessment experience for them. Hence, how to inspire students’ performance of peer assessment and make it effective in the international classroom is a challenge for staff. This paper is part of a project studying on international students’ perceptions and experience of peer assessment. In this paper, we particularly discuss practice of peer assessment from staff’s point of view in relation to internationalization of curriculum and pedagogy in UK HE, by employing a case study methodology complemented by observation in the teaching sessions and interviews with staff in a UK university. The research would contribute to a better understanding of peer assessment in the international classroom in UK HE from staff’s perspective, and in turn to an enhancement of pedagogical approaches and assessment innovation.

DOI 10.11648/j.sjedu.20170503.19
Published in Science Journal of Education (Volume 5, Issue 3, June 2017)
Page(s) 123-128
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Peer Assessment, Formative Assessment, Internationalization, Classification, Framing

References
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[3] J. Ryan, (ed.) Cross-cultural Teaching and Learning for Home and International Students: Internationalization of Pedagogy and Curriculum in Higher Education. Oxon; New York: Routledge, 2013.
[4] S. Robson, ‘Internationalization: a transformative agenda for higher education?’, Teachers and Teaching, 17(6), 2011, pp. 619-630.
[5] R. Barnett, A Will to Learn, Being a Student in an Age of Uncertainty. Berkshire: Society for Research into Higher Education and Open University Press, 2007.
[6] J. B. Beckwith, ‘Approaches to learning, their context and relationship to assessment performance’, Higher Education, 22(1), 1991, pp. 17-30.
[7] S. Kvale, ‘Contradictions of assessment for learning in institutions of higher learning’, in Boud, D. and Falchnikov, N. (eds.) Rethinking Assessment in Higher Education: Learning for the Longer Term. New York and Milton Park: Routledge, 2007, pp. 57-71.
[8] D. Boud, R. Cohen and J. Sampson, ‘Peer learning and assessment’, in Boud, D., Cohen, R. and Sampson, J. (eds.) Peer Learning in Higher Education. London: Kogan Page, 2001, pp. 67-81.
[9] M. Fan, S. Robson and D. Leat, International Postgraduate Students’ Perceptions and Experiences of Peer Assessment in a UK University: A Case Study. In Gordon Slethaug and Jane Vinther (eds) International Teaching and Learning at Universities, 2015, pp. 135-158. New York: Palgrave Macmillan.
[10] C. Evans, ‘Making sense of assessment feedback in Higher Education’, Review of Educational Research, 83(1), 2013, pp. 70-120.
[11] Brown, S. ‘Assessment for learning’, Learning and Teaching in Higher Education, 5(1), 2004, pp. 81-89.
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[16] L. Meyer, S. Davidson, L. McKenzie, M. Rees, H. Anderson, R. Fletcher, et al. ‘An investigation of tertiary assessment policy and practice: alignment and contradictions’, Higher Education Quarterly, 64(3), 2010, pp. 331-350.
[17] C. Wallace, and M. Priestley, ‘Teacher beliefs and the mediation of curriculum innovation in Scotland: a socio-cultural perspective on professional development and change’, Journal of Curriculum Studies, 43(3), 2011, pp. 357-381.
[18] M. Schmidt, and A. Datnow, ‘Teachers’ sense-making about comprehensive school reform: the influence of emotions’, Teaching and Teacher Education, 21(8), 2005, pp. 949-965.
[19] S. Robson, D. Leat, K. Wall and R. Lofthouse, ‘Feedback or feed forward? Supporting Master’s students through effective assessment to enhance future learning’, in Ryan, J. (ed.) Cross-cultural Teaching and Learning for Home and International Students: Internationalization of Pedagogy and Curriculum in Higher Education. Oxon; New York: Routledge, 2013, pp. 51-68.
[20] P. Knight and M. Yorke, Learning, Curriculum and Employability in Higher Education. London: Routledge. 2003.
[21] Poulos, A. and Mahony, M. J. (2008) ‘Effectiveness of feedback: the students’ perspective’, Assessment and Evaluation in Higher Education, 33, pp. 143-154.
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Author Information
  • School of Foreign Languages, Fuzhou University, Fuzhou, China; Center for Cross-Cultural Discourse Study, Fuzhou University, Fuzhou, China

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    Meng Fan. (2017). Staff’s Practice of Peer Assessment in the International Classroom in UK HE. Science Journal of Education, 5(3), 123-128. https://doi.org/10.11648/j.sjedu.20170503.19

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    Meng Fan. Staff’s Practice of Peer Assessment in the International Classroom in UK HE. Sci. J. Educ. 2017, 5(3), 123-128. doi: 10.11648/j.sjedu.20170503.19

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    Meng Fan. Staff’s Practice of Peer Assessment in the International Classroom in UK HE. Sci J Educ. 2017;5(3):123-128. doi: 10.11648/j.sjedu.20170503.19

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  • @article{10.11648/j.sjedu.20170503.19,
      author = {Meng Fan},
      title = {Staff’s Practice of Peer Assessment in the International Classroom in UK HE},
      journal = {Science Journal of Education},
      volume = {5},
      number = {3},
      pages = {123-128},
      doi = {10.11648/j.sjedu.20170503.19},
      url = {https://doi.org/10.11648/j.sjedu.20170503.19},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.sjedu.20170503.19},
      abstract = {Influenced by social constructivism emphasizing students’ responsibility for their own learning, peer assessment has become popular in many UK universities, which facilitates inquiry into learning by the learner through integration of understanding from active engagement in assessment and collaboration with staff and classmates [1]. As increasingly large numbers of international students come to study in the UK, staff have had to face issues of how to provide an appropriate assessment experience for them. Hence, how to inspire students’ performance of peer assessment and make it effective in the international classroom is a challenge for staff. This paper is part of a project studying on international students’ perceptions and experience of peer assessment. In this paper, we particularly discuss practice of peer assessment from staff’s point of view in relation to internationalization of curriculum and pedagogy in UK HE, by employing a case study methodology complemented by observation in the teaching sessions and interviews with staff in a UK university. The research would contribute to a better understanding of peer assessment in the international classroom in UK HE from staff’s perspective, and in turn to an enhancement of pedagogical approaches and assessment innovation.},
     year = {2017}
    }
    

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    AB  - Influenced by social constructivism emphasizing students’ responsibility for their own learning, peer assessment has become popular in many UK universities, which facilitates inquiry into learning by the learner through integration of understanding from active engagement in assessment and collaboration with staff and classmates [1]. As increasingly large numbers of international students come to study in the UK, staff have had to face issues of how to provide an appropriate assessment experience for them. Hence, how to inspire students’ performance of peer assessment and make it effective in the international classroom is a challenge for staff. This paper is part of a project studying on international students’ perceptions and experience of peer assessment. In this paper, we particularly discuss practice of peer assessment from staff’s point of view in relation to internationalization of curriculum and pedagogy in UK HE, by employing a case study methodology complemented by observation in the teaching sessions and interviews with staff in a UK university. The research would contribute to a better understanding of peer assessment in the international classroom in UK HE from staff’s perspective, and in turn to an enhancement of pedagogical approaches and assessment innovation.
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