A Self and Peer Assessment Rubric: Students' Feedback and Experiences

Rafizan Abdul Razak, Akma Hidayu Wahid

Abstract


This study explores students’ experiences and feedback on a self and peer assessment rubric in introductory financial accounting courses. A survey was conducted among 287 students across two programs from a university in Negeri Sembilan. A descriptive 11-item questionnaire was used and the data was then analyzed using the SPSS statistical package. A 5-point likert scale ranging from 1 to 5 was used to obtain a more quantifiable result. The findings underscore the significance of a tailored teamwork skills rubric that encompasses equitable assessment and constructive feedback in self and peer evaluation. Practically, the results advocate for instructors to develop an engaging module for rubric use in peer assessment with a refined feedback process so as to enhance learning effectiveness and ensure a more equitable and valuable learning experience for students. A limitation of the study is its reliance on self-reported data relating to an accounting course, which may be vulnerable to response bias, affecting the accuracy of the findings. Our study highlights the critical role of the instructors in not only providing feedback but also in cultivating a comprehensive self and peer assessment evaluation.


Keywords


feedback; rubric; peer assessment; self assessment

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References


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