The Four Pillars of Peer Assessment for Collaborative Teamwork in Higher Education

Sridharan, B; McKay, J; Boud, D

The Four Pillars of Peer Assessment for Collaborative Teamwork in Higher Education

Sridharan, B McKay, J Boud, D

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Publisher:: Springer Nature
Publication Type:: Chapter
Citation:: The Power of Peer Learning, 2023, pp. 3-24
Issue Date:: 2023

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Field	Value	Language
dc.contributor.author	Sridharan, B
dc.contributor.author	McKay, J
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.date.accessioned	2024-05-25T06:04:45Z
dc.date.available	2024-05-25T06:04:45Z
dc.date.issued	2023
dc.identifier.citation	The Power of Peer Learning, 2023, pp. 3-24
dc.identifier.isbn	9783031294105
dc.identifier.uri	http://hdl.handle.net/10453/179201
dc.description.abstract	<jats:title>Abstract</jats:title><jats:p>Peer learning is an umbrella term covering diverse strategies supporting students to learn from each other. Studies highlight the power of combining two intertwined models of peer learning, namely peer assessment/feedback and collaborative team-based learning, to prepare graduates for the world of work and encourage acceptable social behaviours. Nevertheless, this approach comes with distinct challenges of marking bias, implementation difficulties, quality, trust and other issues. Studies addressing these challenges in the collaborative teamwork context are sparse and fail to consider the complex and intertwined challenges. Responding to this need, we propose a four-pillar framework comprising veracity, validity, volume and literacy to provide a strong footing on which to base future work in this area. Each of the pillars supports specific but overlapping aspects of peer assessment including assessment design (veracity pillar); implementation considerations (validity pillar); technology factors (volume pillar); and roles and responsibilities (literacy pillar). The framework aims to support educators, policymakers and scholars in mitigating challenges to reimagine and renew peer learning practices to effect positive change.</jats:p>
dc.language	en
dc.publisher	Springer Nature
dc.relation.ispartof	The Power of Peer Learning
dc.relation.ispartofseries	Social Interaction in Learning and Development
dc.relation.isbasedon	10.1007/978-3-031-29411-2_1
dc.rights	info:eu-repo/semantics/openAccess
dc.title	The Four Pillars of Peer Assessment for Collaborative Teamwork in Higher Education
dc.type	Chapter
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access	*
dc.date.updated	2024-05-25T06:04:35Z
pubs.publication-status	Published

Abstract:

AbstractPeer learning is an umbrella term covering diverse strategies supporting students to learn from each other. Studies highlight the power of combining two intertwined models of peer learning, namely peer assessment/feedback and collaborative team-based learning, to prepare graduates for the world of work and encourage acceptable social behaviours. Nevertheless, this approach comes with distinct challenges of marking bias, implementation difficulties, quality, trust and other issues. Studies addressing these challenges in the collaborative teamwork context are sparse and fail to consider the complex and intertwined challenges. Responding to this need, we propose a four-pillar framework comprising veracity, validity, volume and literacy to provide a strong footing on which to base future work in this area. Each of the pillars supports specific but overlapping aspects of peer assessment including assessment design (veracity pillar); implementation considerations (validity pillar); technology factors (volume pillar); and roles and responsibilities (literacy pillar). The framework aims to support educators, policymakers and scholars in mitigating challenges to reimagine and renew peer learning practices to effect positive change.

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http://hdl.handle.net/10453/179201