期刊名称：International Journal for the Scholarship of Teaching & Learning
印刷版ISSN：1931-4744
出版年度：2009
卷号：03
期号：01
出版社：Georgia Southern University
摘要：Peer bias is recognised as a primary factor in negative student perceptions of
peer assessment strategies. This study trialled the use of classroom response
systems, widely known as clickers, in small seminar classes in order to actively
engage students in their subject’s assessment process while providing the
anonymity that would lessen the impact of peer pressure. Focus group reflection
on the students’ impressions of the peer evaluation process, the use of
clickers, and their anxieties about potential peer bias were analysed in the
light of the results of teacher and class evaluations of each individual student
presentation. The findings revealed that students recognised the value of peer
assessment in promoting class engagement and active learning, despite their
ongoing resistance to the practice of peer review. An unexpected finding
suggested that the clickers, selected as an educational technology for their
appeal and ease of use by the ‘digital native’ student already familiar with a
variety of mobile communication and gaming devices, reinforced student
perception that the peer review process was akin to a popularity contest.
