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- W2522760131 abstract "Participatory assessment is increasingly employed in higher education worldwide as a formative mechanism to support students’ active learning. But do students in an increasingly relationally diverse environment perceive that peer assessment of individuals’ contributions to group-work tasks enhances their learning? Recognising the impact of students’ conceptions on the quality of their learning, this study considers students’ perspectives of peer assessment of group-work contributions at a South African university. Questionnaires elicited students’ perspectives of and general attitudes towards assessment of and by their peers. A growing measure of discontent with the process of assessing peer contributions to group tasks emerged, including actual and perceived racial and gender stereotyping, and related rejection-sensitivity. These initial findings were checked against the students’ experiences in a report-and-respond process that enabled probing discussions of the interpretations. This paper examines and explores the implications of such identifications and receptions for learning engagement and group-work curriculum development in the context of a rapidly transforming higher education sector." @default.
- W2522760131 created "2016-09-30" @default.
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- W2522760131 date "2016-09-24" @default.
- W2522760131 modified "2023-09-27" @default.
- W2522760131 title "Students’ reception of peer assessment of group-work contributions: problematics in terms of race and gender emerging from a South African case study" @default.
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- W2522760131 doi "https://doi.org/10.1080/02602938.2016.1235133" @default.
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