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How Teachers Use and Understand Peer Assessment: A qualitative study on how teachers perceive and use peer assessment in their courses
Umeå University, Faculty of Social Sciences, Department of applied educational science.
2013 (English)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This essay is a qualitative study on how teachers use and perceive peer assessment in their courses. The aim is to gain a deeper insight into teachers' perceptions of peer assessment as a pedagogical tool in helping students reach the goals defined in the course curriculum. Four teachers from an upper secondary school were interviewed on the subject of peer assessment. The findings show that the teachers had concerns around social, developmental and emotional issues when it came to the implementation of peer assessment. In addition to this the teachers had views on the nature of the students’ feedback. The praise the feedback contained served a social function, but it was found lacking in the respect that it did not contain analysis. The teachers also gave a description of what they thought “good” feedback was. Lastly, the teachers thought that peer assessment was a useful tool for reaching the curriculum goals for the student giving the feedback, because they practiced cognitive and analytical skills. The gains for the student receiving feedback were more on a practical level. The final section of the essay contains thoughts around the pedagogical implications of the results.

Place, publisher, year, edition, pages
2013. , 37 p.
National Category
Educational Sciences
URN: urn:nbn:se:umu:diva-87120OAI: diva2:706547
Subject / course
Examensarbete för lärarexamen
Educational program
Teacher Education Programme
Available from: 2014-03-20 Created: 2014-03-20 Last updated: 2014-03-20Bibliographically approved

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Moore, Shannon
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