Peer and self-assessment as a means to improve levels of reflection in students’ journal writing

Article English OPEN
Roberts, Andrew Simon
  • Publisher: Routledge
  • Subject: LB2300 | NA

Much has been written about ways in which we might help students to improve the level of reflection that can be found in their Journal Writing. Formative peer and self assessment has been cited as a way for students to develop a clearer understanding of what is required to write reflectively and can alleviate some of the difficulties \ud associated with staff assessing student journals. In order to evaluate the efficacy, reliability and validity of peer and self-assessment, a cohort of architecture students \ud were asked to assess each other’s on-line reflective blogs on two occasions during an academic year. These were rated in terms of the level and focus of reflection using a \ud standard assessment rubric. It was found that there was reasonable consistency of ratings between those reviewing the same student’s work. There was less consistency \ud between an individual’s own assessment and the assessment of their work by their peers. There was also a significant improvement in the level of reflection recorded in \ud the peer-assessment between the first and second review. It appears that this improvement resulted from the process of undertaking the peer assessment, rather than through the utilisation of the feedback it produced.
  • References (28)
    28 references, page 1 of 3

    Bain, J. D., Ballantyne, R., Packer, J., & Mills, C. (1999). Using Journal Writing to Enhance Student Teachers' Reflectivity During Field Experience Placements. Teachers and Teaching, 5(1), 51 - 73.

    Bain, J. D., Mills, C., Ballantyne, R., & Packer, J. (2002). Developing Reflection on Practice Through Journal Writing: impacts of variations in the focus and level of feedback. Teachers and Teaching, 8(2), 171 - 196.

    Bean, T. W., & Stevens, L. P. (2002). Scaffolding Reflection for Preservice and Inservice Teachers. Reflective Practice, 3(2), 205-218. doi: 10.1080/14623940220142343

    Bell, A., Kelton, J., McDonagh, N., Mladenovic, R., & Morrison, K. (2010). A critical evaluation of the usefulness of a coding scheme to categorise levels of reflective thinking. Assessment & Evaluation in Higher Education, 36(7), 797-815. doi: 10.1080/02602938.2010.488795

    Bell, A., Mladenovic, R., & Price, M. (2012). Students' perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars. Assessment & Evaluation in Higher Education, 1-20.

    Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. doi: 10.1080/0969595980050102

    Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191-206. doi: 10.1080/03075079812331380384

    Cartney, P. F(2010). Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used. Assessment & Evaluation in Higher Education, 35(5), 551- 564. dooi:Pii 926292288 r

    Creme, P. (2005). Should student learning journals be assessed? Assessment & Evaluation in Higher P Education, 30(3), 287-296. doi: 10.1080/02602930500063850

    Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed Self-Assessment. Psychological Science in the e Public Interest, 5(3), 69-106. doi: 10.1111/j.1529-1006.2004.00018.x

  • Metrics
    0
    views in OpenAIRE
    0
    views in local repository
    49
    downloads in local repository

    The information is available from the following content providers:

    From Number Of Views Number Of Downloads
    Online Research @ Cardiff - IRUS-UK 0 49
Share - Bookmark