Staff’s Practice of Peer Assessment in the International Classroom in UK HE

Meng Fan

doi:doi:10.11648/j.sjedu.20170503.19

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Staff’s Practice of Peer Assessment in the International Classroom in UK HE

Meng Fan

Published in Science Journal of Education (Volume 5, Issue 3)

Received: 4 May 2017 Published: 4 May 2017

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Abstract

Influenced by social constructivism emphasizing students’ responsibility for their own learning, peer assessment has become popular in many UK universities, which facilitates inquiry into learning by the learner through integration of understanding from active engagement in assessment and collaboration with staff and classmates [1]. As increasingly large numbers of international students come to study in the UK, staff have had to face issues of how to provide an appropriate assessment experience for them. Hence, how to inspire students’ performance of peer assessment and make it effective in the international classroom is a challenge for staff. This paper is part of a project studying on international students’ perceptions and experience of peer assessment. In this paper, we particularly discuss practice of peer assessment from staff’s point of view in relation to internationalization of curriculum and pedagogy in UK HE, by employing a case study methodology complemented by observation in the teaching sessions and interviews with staff in a UK university. The research would contribute to a better understanding of peer assessment in the international classroom in UK HE from staff’s perspective, and in turn to an enhancement of pedagogical approaches and assessment innovation.

Published in	Science Journal of Education (Volume 5, Issue 3)
DOI	10.11648/j.sjedu.20170503.19
Page(s)	123-128
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Peer Assessment, Formative Assessment, Internationalization, Classification, Framing

References

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[9]	M. Fan, S. Robson and D. Leat, International Postgraduate Students’ Perceptions and Experiences of Peer Assessment in a UK University: A Case Study. In Gordon Slethaug and Jane Vinther (eds) International Teaching and Learning at Universities, 2015, pp. 135-158. New York: Palgrave Macmillan.
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[19]	S. Robson, D. Leat, K. Wall and R. Lofthouse, ‘Feedback or feed forward? Supporting Master’s students through effective assessment to enhance future learning’, in Ryan, J. (ed.) Cross-cultural Teaching and Learning for Home and International Students: Internationalization of Pedagogy and Curriculum in Higher Education. Oxon; New York: Routledge, 2013, pp. 51-68.
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Meng Fan. (2017). Staff’s Practice of Peer Assessment in the International Classroom in UK HE. Science Journal of Education, 5(3), 123-128. https://doi.org/10.11648/j.sjedu.20170503.19

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Meng Fan. Staff’s Practice of Peer Assessment in the International Classroom in UK HE. Sci. J. Educ. 2017, 5(3), 123-128. doi: 10.11648/j.sjedu.20170503.19

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Meng Fan. Staff’s Practice of Peer Assessment in the International Classroom in UK HE. Sci J Educ. 2017;5(3):123-128. doi: 10.11648/j.sjedu.20170503.19

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@article{10.11648/j.sjedu.20170503.19,
  author = {Meng Fan},
  title = {Staff’s Practice of Peer Assessment in the International Classroom in UK HE},
  journal = {Science Journal of Education},
  volume = {5},
  number = {3},
  pages = {123-128},
  doi = {10.11648/j.sjedu.20170503.19},
  url = {https://doi.org/10.11648/j.sjedu.20170503.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20170503.19},
  abstract = {Influenced by social constructivism emphasizing students’ responsibility for their own learning, peer assessment has become popular in many UK universities, which facilitates inquiry into learning by the learner through integration of understanding from active engagement in assessment and collaboration with staff and classmates [1]. As increasingly large numbers of international students come to study in the UK, staff have had to face issues of how to provide an appropriate assessment experience for them. Hence, how to inspire students’ performance of peer assessment and make it effective in the international classroom is a challenge for staff. This paper is part of a project studying on international students’ perceptions and experience of peer assessment. In this paper, we particularly discuss practice of peer assessment from staff’s point of view in relation to internationalization of curriculum and pedagogy in UK HE, by employing a case study methodology complemented by observation in the teaching sessions and interviews with staff in a UK university. The research would contribute to a better understanding of peer assessment in the international classroom in UK HE from staff’s perspective, and in turn to an enhancement of pedagogical approaches and assessment innovation.},
 year = {2017}
}

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TY  - JOUR
T1  - Staff’s Practice of Peer Assessment in the International Classroom in UK HE
AU  - Meng Fan
Y1  - 2017/05/04
PY  - 2017
N1  - https://doi.org/10.11648/j.sjedu.20170503.19
DO  - 10.11648/j.sjedu.20170503.19
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 123
EP  - 128
PB  - Science Publishing Group
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AB  - Influenced by social constructivism emphasizing students’ responsibility for their own learning, peer assessment has become popular in many UK universities, which facilitates inquiry into learning by the learner through integration of understanding from active engagement in assessment and collaboration with staff and classmates [1]. As increasingly large numbers of international students come to study in the UK, staff have had to face issues of how to provide an appropriate assessment experience for them. Hence, how to inspire students’ performance of peer assessment and make it effective in the international classroom is a challenge for staff. This paper is part of a project studying on international students’ perceptions and experience of peer assessment. In this paper, we particularly discuss practice of peer assessment from staff’s point of view in relation to internationalization of curriculum and pedagogy in UK HE, by employing a case study methodology complemented by observation in the teaching sessions and interviews with staff in a UK university. The research would contribute to a better understanding of peer assessment in the international classroom in UK HE from staff’s perspective, and in turn to an enhancement of pedagogical approaches and assessment innovation.
VL  - 5
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Author Information

Meng Fan

School of Foreign Languages, Fuzhou University, Fuzhou, China

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APA Style

Meng Fan. (2017). Staff’s Practice of Peer Assessment in the International Classroom in UK HE. Science Journal of Education, 5(3), 123-128. https://doi.org/10.11648/j.sjedu.20170503.19

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ACS Style

Meng Fan. Staff’s Practice of Peer Assessment in the International Classroom in UK HE. Sci. J. Educ. 2017, 5(3), 123-128. doi: 10.11648/j.sjedu.20170503.19

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AMA Style

Meng Fan. Staff’s Practice of Peer Assessment in the International Classroom in UK HE. Sci J Educ. 2017;5(3):123-128. doi: 10.11648/j.sjedu.20170503.19

Copy | Download

@article{10.11648/j.sjedu.20170503.19,
  author = {Meng Fan},
  title = {Staff’s Practice of Peer Assessment in the International Classroom in UK HE},
  journal = {Science Journal of Education},
  volume = {5},
  number = {3},
  pages = {123-128},
  doi = {10.11648/j.sjedu.20170503.19},
  url = {https://doi.org/10.11648/j.sjedu.20170503.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20170503.19},
  abstract = {Influenced by social constructivism emphasizing students’ responsibility for their own learning, peer assessment has become popular in many UK universities, which facilitates inquiry into learning by the learner through integration of understanding from active engagement in assessment and collaboration with staff and classmates [1]. As increasingly large numbers of international students come to study in the UK, staff have had to face issues of how to provide an appropriate assessment experience for them. Hence, how to inspire students’ performance of peer assessment and make it effective in the international classroom is a challenge for staff. This paper is part of a project studying on international students’ perceptions and experience of peer assessment. In this paper, we particularly discuss practice of peer assessment from staff’s point of view in relation to internationalization of curriculum and pedagogy in UK HE, by employing a case study methodology complemented by observation in the teaching sessions and interviews with staff in a UK university. The research would contribute to a better understanding of peer assessment in the international classroom in UK HE from staff’s perspective, and in turn to an enhancement of pedagogical approaches and assessment innovation.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Staff’s Practice of Peer Assessment in the International Classroom in UK HE
AU  - Meng Fan
Y1  - 2017/05/04
PY  - 2017
N1  - https://doi.org/10.11648/j.sjedu.20170503.19
DO  - 10.11648/j.sjedu.20170503.19
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 123
EP  - 128
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20170503.19
AB  - Influenced by social constructivism emphasizing students’ responsibility for their own learning, peer assessment has become popular in many UK universities, which facilitates inquiry into learning by the learner through integration of understanding from active engagement in assessment and collaboration with staff and classmates [1]. As increasingly large numbers of international students come to study in the UK, staff have had to face issues of how to provide an appropriate assessment experience for them. Hence, how to inspire students’ performance of peer assessment and make it effective in the international classroom is a challenge for staff. This paper is part of a project studying on international students’ perceptions and experience of peer assessment. In this paper, we particularly discuss practice of peer assessment from staff’s point of view in relation to internationalization of curriculum and pedagogy in UK HE, by employing a case study methodology complemented by observation in the teaching sessions and interviews with staff in a UK university. The research would contribute to a better understanding of peer assessment in the international classroom in UK HE from staff’s perspective, and in turn to an enhancement of pedagogical approaches and assessment innovation.
VL  - 5
IS  - 3
ER  -

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