Peer Assessment in an Online Context: What Do Students Say?

Abstract

In this work, making use of Tinoca, Oliveira and Pereira (2013) framework for assessment quality in digital contexts, we discuss the students' perspective about self and peer assessment practices in online environments. This research is based in the analysis of the students' perceptions in a fully online master's course being offered in a distance education university since 2007. We discuss the students' representations since that date until the present, reflecting on their roles as assessors, the challenges they faced, and the strategies they developed to overcome them. The results illustrate the participants' perceptions of self and peer assessment as innovative practices. There is a strong tendency throughout this period towards greater confidence with these practices, and increased trust in their peers' feedback and competence to share the assessment responsibility. Moreover, the transparency promoted by the sharing during the process and of the final products is recognized as crucial to support the participants' reflection process and competence development.