Peer assessment in a test-dominated setting: empowering, boring or facilitating examination preparation?

Bryant, Darren A.; Carless, David R.

doi:10.1007/s10671-009-9077-2

Cited by 79Student Assessment and FeedbackEducational and Psychological AssessmentsInnovative Teaching and Learning Methods

Peer assessment in a test-dominated setting: empowering, boring or facilitating examination preparation?

Bryant, Darren A., Carless, David R.·2010·Educational Research for Policy and Practice

DOI 10.1007/s10671-009-9077-2

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Several studies found assessment literacy to be important for AfL.
“Several studies found assessment literacy to be important for AfL”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Bryant & Carless, 2010
Timing of feedback is important for teacher feedback to facilitate student learning.
“Timing of feedback: Think about how and when students can use feedback (Bryant & Carless, 2010), and provide time and opportunity for students to use the feedback (Gamlem & Smith, 2013).”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Bryant & Carless, 2010
Skills related to providing feedback to students were identified in numerous AfL studies, although not found in the DBDM literature.
“A factor identified in numerous AfL studies, although not found in the DBDM literature, concerns skills related to providing feedback to students”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Bryant & Carless, 2010
Several studies focused on peer-and self-assessment as a way of involving students.
“Several studies focused on peer-and self-assessment as a way of involving students”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Bryant & Carless, 2010
Teacher knowledge and skills are required for using peer-and self-assessment.
“Bryant and Carless (2010) emphasized the importance of the teacher knowledge and skills required for using peer-and selfassessment.”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Bryant and Carless (2010)

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Introduction
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Teachers' perceptions about implementing peer-evaluation strategies for enhancing written work in a Hong Kong primary school
Liu, C.-Y., & 廖靜怡 (2013) · The HKU Scholars Hub (University of Hong Kong)

Authors: Bryant, D. A., & Carless, D. R.
Affiliations: University of Hong Kong (HK)
Corresponding author: Bryant, Darren A.
ORCID: Bryant, Darren A.
Carless, David R.
Venue: Educational Research for Policy and Practice
Publisher: Springer Science and Business Media LLC
Published: 2009-11-07
Volume: 9
Issue: 1
Pages: 3-15
ISSN: 1570-2081 (ISSN-L)
1573-1723
DOI: 10.1007/s10671-009-9077-2
OpenAlex: W2134667312
Cited by: 78
References: 44
Citations by year: 2026: 2 · 2025: 5 · 2024: 4 · 2023: 4 · 2022: 3 · 2021: 13 · 2020: 5 · 2019: 5 · 2018: 6 · 2017: 5 · 2016: 6 · 2015: 7 · 2014: 4 · 2013: 4 · 2012: 3
FWCI: 7.07
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Educational Research for Policy and Practice (publishedVersion)
Hong Kong Education Bibliographic Database (submittedVersion)
The HKU Scholars Hub (University of Hong Kong) (submittedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords: peer assessment, peer feedback, exam-oriented education, exam preparation, elementary school students, student perceptions, teacher perceptions, summative assessment, Hong Kong

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