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dc.contributor.authorChew, Esyin
dc.contributor.authorSnee, Helena
dc.contributor.authorPrice, Trevor
dc.identifier.citationChew, E., Snee, H. and Price, T. (2016) 'Enhancing international postgraduates’ learning experience with online peer assessment and feedback innovation', Innovations in Education and Teaching International, 53(3), pp.247-259
dc.identifier.issn1470-3300 (online)
dc.descriptionCopy not available from this repository.en_US
dc.descriptionArticle published in Innovations in Education and Teaching International available at
dc.description.abstractInternationalisation 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.en_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofseriesInnovations in Education and Teaching International;
dc.subjecttechnology enhanced learning
dc.subjectinternational postgraduates
dc.titleEnhancing international postgraduates’ learning experience with online peer assessment and feedback innovationen_US

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