Abstract
How can students’ competence be developed through peer assessment? This paper focuses on how relevant variables such as participation, evaluative judgement and the quality of the assessment interact and influence peer assessment. From an analysis of 4 years of data from undergraduate classes in project management, it develops a model of causal relationships validated using the PLS-SEM method. It demonstrates relationships between these variables and considerers the influence of students’ competence and the mediating nature of feedback and self-regulation on the process. It points to how peer assessment practices can be improved whilst highlighting how evaluative judgement and feedback are two key elements that can be addressed to deliver the effective development of students’ competence.
Highlights
In recent years, we have witnessed a progressive evolution of assessment processes that has changed the focus of attention towards students’ strategic and lifelong learning
We have presented the results of the analysis of simple mediation, but as we can see in Fig. 2 and Tables 7 and 8, feedback operates in the context of multiple mediation, that is, in the mediation that occurs when an exogenous construct exerts its influence through more than one mediating variable
We have demonstrated how the practice of peer assessment is perceived by students as an element that promotes their competence development
Summary
We have witnessed a progressive evolution of assessment processes that has changed the focus of attention towards students’ strategic and lifelong learning. Among the approaches accompanying this refocusing are assessment for learning (Carless et al 2017; Lai 2006; Sambell et al 2013), learning-oriented assessment (Carless et al 2006; Carless 2015), assessment as learning (Dann 2014; Earl 2013), sustainable assessment (Boud and Soler 2016; Nguyen and Walker 2016) and assessment as learning and empowerment (Rodríguez-Gómez and Ibarra-Sáiz 2015) In these different approaches, particular significance is given to participatory modalities of assessment, such as self-assessment and peer assessment. Given the centrality of peer assessment in reforming assessment practices, the purpose of this paper is to examine how peer assessment practices can be analysed and thereby improved It develops an exploratory and predictive model that considers the key variables involved in peer assessment. The students experienced peer assessment as part of the course, using the EvalCOMIX® web service, which was expressly developed to promote participatory modes of assessment (IbarraSáiz and Rodríguez-Gómez 2017)
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