How Do Lower-Secondary Students Exercise Agency During Formative Peer Assessment?
Ketonen, L., Nieminen, P., & Hähkiöniemi, M. (2023). How Do Lower-Secondary Students Exercise Agency During Formative Peer Assessment?. In O. Noroozi, & B. De Wever (Eds.), The Power of Peer Learning : Fostering Students’ Learning Processes and Outcomes (pp. 373-392). Springer. Social Interaction in Learning and Development. https://doi.org/10.1007/978-3-031-29411-2_17
Published inSocial Interaction in Learning and Development
© The Author(s) 2023
Exercising agency is an inherent component of peer assessment. However, the research on agency in peer assessment is scarce. This case study explored how seventh grade science students exercised agency during formative peer assessment. The data comprises audio recordings of students’ classroom discussions, written peer feedback, written work, student interviews, and the researcher’s field notes. With thematic analysis, we identified nine forms of agency as associated with three positions: group member, assessor, and assessee. An examination of student interactions revealed that peer assessment challenges students unequally. While some students exercised certain forms of agency without difficulty—judging their peers’ work, for example—others needed help. One reason participants fell short in advancing their and one another’s learning during peer assessment was their difficulty exercising agency. Hence, equipping students with knowledge, skills, and a sense of responsibility is not enough; rather, their agency needs to be supported to enable the productive implementation of peer assessment. ...
Parent publication ISBN978-3-031-29410-5
Is part of publicationThe Power of Peer Learning : Fostering Students’ Learning Processes and Outcomes
Publication in research information system
MetadataShow full item record
Additional information about fundingWe have no conflicts of interest or no funding.
Showing items with similar title or keywords.
Pathways Through Peer Assessment : Implementing Peer Assessment in a Lower Secondary Physics Classroom Ketonen, Laura; Hähkiöniemi, Markus; Nieminen, Pasi; Viiri, Jouni (Springer, 2020)Peer assessment has been shown to advance learning, for example, by improving one’s work, but the variance of learning benefits within or between studies has not been explained. The purpose of this case study was to examine ...
Ketonen, Laura; Nieminen, Pasi; Hähkiöniemi, Markus (Routledge, 2020)A growing body of research has recognized the importance of students’ having active roles in feedback processes. Feedback literacy refers to students’ understandings of and participation in feedback processes, and research ...
Ketonen, Laura (Suomen kasvatuksen ja koulutuksen historian seura, 2022)Vertaisarviointi on Suomen peruskoulussa nuori ja lähes tutkimaton käytäntö, joka mainitaan ensimmäisen kerran vuonna 2016 voimaan astuneessa opetussuunnitelmassa. Väitöstutkimuksessani tarkastelin, miten 7. ja 8. luokkien ...
Student experiences of critical multilingual and intercultural communication competence assessment in higher education Kokkonen, Lotta; Natri, Teija (Routledge, 2023)In this chapter, we present multilingual and intercultural communication competence (MICC) as a situational and contextual process. The aim of this qualitative, empirical study is to understand the students’ perceptions ...
Difficult but Valuable! Learning in Student-centered Assessment Feedback Practices in Higher Education Maunumäki, Minna; Maunula, Minna; Harju-Luukkainen, Heidi (Sciencedomain International, 2022)Aims: The aim of this study is to fill a gap in research on students' experiences of learning in student-centered assessment feedback practices. The article examines what students tell us about their learning in the context ...