Abstract
Internationalisation and assessment and feedback are one of the main research agenda in the UK higher education. The study reports the Higher Education Academy Economics Network-funded research for international students' experience with peer assessment and feedback innovation. The Vygotsky's Zone of Proximal Development (ZPD) theoretical framework is used to analyse students' experience. The finding demonstrates that peer assessment practice enhances assessment and feedback experience for international students. However, the heterogeneity in assessors' ability levels may affect the confidence of students in peer assessment. Independent justification for providing peer assessment or making sense of received feedback is necessary. The model of PeerMark's ZPD is suggested to become part of the peer assessment for learning ecosystem in order to empower learning experience rather than to provoke diffidence.
| Original language | English |
|---|---|
| Pages (from-to) | 247-259 |
| Number of pages | 13 |
| Journal | Innovations in Education and Teaching International |
| Volume | 53 |
| Issue number | 3 |
| Early online date | 24 Aug 2014 |
| DOIs | |
| Publication status | Published - 3 May 2016 |
Keywords
- assessment and feedback
- peer assessment
- PeerMark
- Technology-enhanced learning
- international postgraduates