Peer assessment in a test-dominated setting: empowering, boring or facilitating examination preparation? |
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| Authors: | Darren A Bryant and David R Carless |
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| Institution: | (1) Faculty of Education, Department of Science Education, Firat University, 23119 Elazig, Turkey |
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| 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. |
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