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Enhancing international postgraduates’ learning experience with online peer assessment and feedback innovation

Thumbnail
Author
Chew, Esyin
Snee, Helena
Price, Trevor
Date
2014-08-26
Type
Article
Publisher
Taylor & Francis
Metadata
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Abstract
Internationalisation and assessment and feedback are one of the main research agenda in the UK higher education. The study reports the Higher Education Academy Economics Network-funded research for international students’ experience with peer assessment and feedback innovation. The Vygotsky’s Zone of Proximal Development (ZPD) theoretical framework is used to analyse students’ experience. The finding demonstrates that peer assessment practice enhances assessment and feedback experience for international students. However, the heterogeneity in assessors’ ability levels may affect the confidence of students in peer assessment. Independent justification for providing peer assessment or making sense of received feedback is necessary. The model of PeerMark’s ZPD is suggested to become part of the peer assessment for learning ecosystem in order to empower learning experience rather than to provoke diffidence.
Journal/conference proceeding
Innovations in Education and Teaching International;
URI
http://hdl.handle.net/10369/9533
DOI
https://doi.org/10.1080/14703297.2014.937729
Description
Copy not available from this repository.
Collections
  • Computing and IT [39]

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