Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used
Abstract
The literature is increasingly drawing attention to the gap between feedback given to students and feedback used by students. This paper reflects on the beginnings of an evaluation into the potential of peer assessment to act as a vehicle to enable students to make use of the feedback they receive. A case study is presented within an action research paradigm outlining the introduction of a peer formative assessment process. Current findings highlight the importance of appreciating the emotional as well as the cognitive aspects of peer learning and suggest that cultural shifts at programme level may be required for peer assessment to be most effective.
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Peer feedback may raise negative emotions.
“Peer feedback may raise negative emotions (Cartney, 2010; Panadero, 2016).”
From The development of secondary students' feedback literacy: peer assessment as an intervention (2020) · cites this paper as Cartney, 2010
Peer assessment is generally considered useful in encouraging students to act on feedback, especially when integrated in a deeper conversation about assessment.
“As explained previously, peer assessment can help address these issues and is generally considered useful in encouraging students to act on feedback (Jonsson, 2013), especially when integrated in a deeper conversation about assessment (Cartney, 2010).”
From The development of secondary students' feedback literacy: peer assessment as an intervention (2020) · cites this paper as Cartney, 2010
Cites
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 1× · see citing works
“Studies by Ramsden (1992), Boud (1995), and Black and Wiliam (1998), among others, all highlighted similar findings.”
ResultXiao, Y., & Lucking, R. (2008) · The Internet and Higher Education · doi:10.1016/j.iheduc.2008.06.005 · Cited by 243 · see citing works
Is it worth the effort? How feedback influences students’ subsequent submission of assessable work
Crisp, B. R. (2007) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930601116912 · Cited by 216 · see citing works
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Making Sense of Assessment Feedback in Higher Education
Evans, C. (2013) · Review of Educational Research · doi:10.3102/0034654312474350 · Cited by 1,143 · see citing works
Rethinking feedback practices in higher education: a peer review perspective
Nicol, D., Thomson, A., & Breslin, C. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2013.795518 · Cited by 966 · see citing works
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017) · Educational Psychologist · doi:10.1080/00461520.2016.1207538 · Cited by 884 · see citing works
Xu, Y., & Carless, D. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2016.1226759 · Cited by 140 · see citing works
Rotsaert, T., Panadero, E., & Schellens, T. (2018) · European Journal of Psychology of Education · doi:10.1007/s10212-017-0339-8 · Cited by 126 · see citing works
What if pupils can assess their peers anonymously? A quasi-experimental study
Vanderhoven, E., Raes, A., Montrieux, H., Rotsaert, T., & Schellens, T. (2015) · Computers & Education · doi:10.1016/j.compedu.2014.10.001 · Cited by 96 · see citing works
Raes, A., Vanderhoven, E., & Schellens, T. (2015) · Studies in Higher Education · doi:10.1080/03075079.2013.823930 · Cited by 78 · see citing works
The development of secondary students' feedback literacy: peer assessment as an intervention
Ketonen, L., Nieminen, P., & Hähkiöniemi, M. (2020) · The Journal of Educational Research · doi:10.1080/00220671.2020.1835794 · Cited by 57 · see citing works
“Managing affections is hence necessary, and for productive peer assessment, students need support with the emotional aspects related to both the assessors’ and assessees’ roles (Cartney, 2010).”
BackgroundInfluentialIs Feedback a Waste of Time? The Students’ Perspective
Doan, L. (2013) · Journal of Perspectives in Applied Academic Practice · doi:10.14297/jpaap.v1i2.69 · Cited by 28 · see citing works
Face-to-Face Peer Assessment in Secondary Education: Does Anonymity Matter?
Vanderhoven, E., Raes, A., Schellens, T., & Montrieux, H. (2012) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2012.12.071 · Cited by 13 · see citing works
“More specific, interpersonal variables which are relevant in peer assessment practices are peer pressure due to friendship bonds, enmity or other power processes and the social discomfort about being critical (Cartney, 2010; Stepanyan, Mather, Jones, & Lusuardi, 2009; Topping, 2003).”
BackgroundEppler, E., Meyer, J., Serowy, S., Link, K., Pauk, B., & Filgueira, L. (2021) · Research in Science Education · doi:10.1007/s11165-018-9795-7 · Cited by 17 · see citing works
- Authors
- Cartney, P.
- Affiliations
- Middlesex University London (GB)
- Corresponding author
- Cartney, Patricia
- ORCID
- Cartney, Patricia
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2010-08
- Volume
- 35
- Issue
- 5
- Pages
- 551-564
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W1974861753
- Cited by
- 147
- References
- 3
- Citations by year
- 2026: 4 · 2025: 7 · 2024: 8 · 2023: 6 · 2022: 5 · 2021: 10 · 2020: 9 · 2019: 15 · 2018: 11 · 2017: 9 · 2016: 11 · 2015: 9 · 2014: 16 · 2013: 12 · 2012: 10
- FWCI
- 40.58
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- Middlesex University Research Repository (Middlesex University Of London) (acceptedVersion)
- Research Explorer (The University of Manchester) (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Higher Education Practises and Engagement
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- peer assessment, feedback use, peer learning, affective learning, higher education assessment
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