- Title
- Students’ reception of peer assessment of group-work contributions: problematics in terms of race and gender emerging from a South African case study
- Creator
- Thondhlana, Gladman
- Creator
- Belluigi, Dina Z
- Date Issued
- 2016
- Date
- 2016
- Type
- article
- Type
- text
- Identifier
- http://hdl.handle.net/10962/59784
- Identifier
- vital:27649
- Identifier
- https://doi.org/10.1080/02602938.2016.1235133
- Description
- 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.
- Format
- 15 pages
- Format
- Language
- English
- Relation
- Assessment & Evaluation in Higher Education
- Relation
- Gladman Thondhlana & Dina Zoe Belluigi (2017) Students’ reception of peer assessment of group-work contributions: problematics in terms of race and gender emerging from a South African case study, Assessment & Evaluation in Higher Education, 42:7, 1118-1131, DOI: 10.1080/02602938.2016.1235133
- Relation
- Assessment & Evaluation in Higher Education 42 vol. 7 no. 1118 1131 2016-09-24 1469-297X
- Rights
- Informa UK Limited, trading as Taylor & Francis Group
- Rights
- All rights reserved: Informa UK Limited, trading as Taylor & Francis Group
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Collections
Thondhlana, Gladman (Dr)
Belluigi, Dina Zoe (Ms)
Gender Action Forum (GENACT)
RU Department of Environmental Science
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
SDG 05. Gender Equality
SDG 10. Reduced Inequalities
SDG 04. Quality Education
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