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Student social interactions and peer assessment

Resource type
Thesis type
(Project) M.Ed.
Date created
2023-07-19
Authors/Contributors
Abstract
Peer assessment is a formative assessment practice that is commonly used in the British Columbian school system. Academic literature supports peer assessment as part of effective formative assessment practice; how students interact during peer assessment, however, is not as well understood. Through a study conducted with grade six and seven students at a public school in a British Columbian school district, this study sought answers to two core questions: "What do students say they understand about the process of peer assessment?" and "What social dynamics do I observe, as my students' classroom teacher, during peer assessment?" Data was collected through a sequence of group mind maps and individual feedback forms. These tools targeted student responses to peer assessment during a short story writing unit. The methodology used a general inductive approach. The findings and discussion reveal that students respond to social dynamics first and teacher-guided procedures second when undergoing peer assessment.
Document
Extent
56 pages.
Identifier
etd22581
Copyright statement
Copyright is held by the author(s).
Permissions
This thesis may be printed or downloaded for non-commercial research and scholarly purposes.
Supervisor or Senior Supervisor
Thesis advisor: Laitsch, Dan
Language
English
Member of collection
Download file Size
etd22581.pdf 570.36 KB

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