Undergraduate Students' Perceptions of Peer Assessment: What Works and What Doesn't (Poster 11)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Science Teaching and Learning

Abstract

This study explores undergraduate students' perceptions of peer assessment in project-based computer science education, addressing their benefits and challenges. Sixty-nine students in a computer programming course wrote reflections on peer assessment, including intra- and inter-team feedback and anonymous evaluation. Reflections were analyzed using MAXQDA coding software to identify themes. Network analysis revealed four clusters: challenges and transformation, cognitive and social benefits, metacognitive aspects, and contextual factors. Students reported difficulties with contradictory feedback, time constraints, and lack of experience. However, they also noted benefits such as improved understanding, enhanced teamwork skills, and metacognitive development. Results suggest peer assessment is a complex but potentially transformative practice, requiring careful implementation to balance challenges and benefits in computer science education.

Authors

• Mahjabin Chowdhury, Texas A&M University

• Shawna Thomas, Texas A&M University

• Sahar Esmaelinezad, Texas A&M University

• Jacob Robbins, Texas A&M University