The impact of stress in self- and peer assessment

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Title The impact of stress in self- and peer assessment
Author Pope, Nigel Kenneth
Journal Name Assessment & Evaluation in Higher Education
Year Published 2005
Place of publication Oxford, UK
Publisher Routledge/Taylor and Francis Group
Abstract While a large amount of interest has been shown in the use of peer and self-assessment, few studies have considered the effect of stress on the students involved. None have considered whether the resultant stress itself might account for any noticeable improvements in student performance. The research presented in this paper addresses this question. An experimental design measured the effects of type of assessment and gender on student stress levels and performance. Results suggest that females are more stressed by self-assessment than males and that being subjected to self- and peer assessment, while more stressful, leads to improved student performance in summative tasks.
Peer Reviewed Yes
Published Yes
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Copyright Statement Copyright 2005 Taylor & Francis : The author-version of this article will be available for download [12-18 months] after publication : Use hypertext link to access the version of the publisher
Volume 30
Issue Number 1
Edition February
Page from 51
Page to 63
ISSN 0260-2938
Date Accessioned 2006-02-13
Language en_AU
Faculty Griffith Business School
Subject Cross discipline
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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