In 2008, peer assessment was introduced into the singing component of a tertiary level undergraduate creative arts performance course within an Australian regional university. The project investigated what effect changing the role of the actor/singer in an assessment has on the culture of the course as well as individual development of graduate qualities, such as critical thinking and responsibility. It also looked at what process was involved in order to integrate peer assessment into the subject, and what kind of support was needed to achieve this. Results suggested that students saw themselves as agents of their own assessment activities by taking control of assessment, and that having to think critically about other student performances made them reflect on how effective their own performances were.
Bannan-Ritland, B. ( 2003). The role of design in research: The integrative learning design framework. Educational Researcher, 32(1), 21-24.
2.
Barab, S., & Squire, K. ( 2004). Design-based research: Putting a stake in the ground . The Journal of the Learning Sciences, 13(1), 1-14.
3.
Berk, L., & Winsler, A. ( 1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington: NAEYC.
4.
Blom, D., & Poole, K. ( 2004). Peer assessment of tertiary music performance: Opportunities for understanding performance assessment and performing through experience and self-reflection. British Journal of Music Education, 21(1), 111-125.
5.
Daniel, R. ( 2004). Peer assessment in musical performance: The development, trial and evaluation of a methodology for the Australian tertiary environment . British Journal of Music Education, 21(1), 89-110.
6.
Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
7.
Falchikov, N. ( 1995). Peer feedback marking: Developing peer assessment. Innovations in Education and Teaching International, 32(2), 175-187.
8.
Falchikov, N. ( 2007). The place of peers in learning and assessment. In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education learning for the longer term (pp. 128-143). London & New York: Routledge.
9.
Gravemeijer, K., & Cobb, P. ( 2006). Design research from a learning perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational Design Research (pp. 17-51). London: Routledge.
10.
Hunter, D., & Russ, M. ( 1996). Peer assessment in performance studies. British Journal of Music Education, 13, 67-78.
11.
Latukefu, L. ( 2009). Peer learning and reflection: Strategies developed by vocal students in a transforming tertiary setting. International Journal of Music Education, 27(2), 128-142.
12.
Lenski, S. ( 2001). Intertextual connections during discussions about literature . Reading Psychology, 22, 313-335.
13.
McKenny, S., Nieveen, N., & van den Akker, J. (2006). Design research from a curriculum perspective. In J. van den Akker , K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational Design Research (pp. 67-90). London : Routledge.
14.
Montalvo, F., & Torres, M. ( 2004). Self-regulated learning: Current and future directions . Electronic Journal of Research in Educational Psychology , 2(1), 1-34.
15.
Reeves, T.C. ( 2000, April). Enhancing the worth of instructional technology research through ‘design experiments’ and other development research strategies. Paper presented at the International Perspectives on Instructional Technology Research for the 21st Century, New Orleans, USA.
16.
Sadler, R. ( 2008). Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education , 34, 159-179.
17.
Searby, M., & Ewers, T. ( 1997). An evaluation of the use of peer assessment in higher education: A case study in the school of music, Kingston University. Assessment & Evaluation in Higher Education, 22(4), 371-383.
18.
Stanley, M., Brooker, R., & Gilbert, R. ( 2002). Examiner perceptions of using criteria in music performance assessment. Research Studies in Music Education, 18, 43-52.
19.
Thomas, A., & Millard, B. ( 2006, November). Towards enhancing student learning and examiner reliability with criterion-referenced assessment in the creative arts: The case of music. Paper presented at the Evaluations and Assessment Conference, Curtin University.
20.
University of Wollongong (2007). University of Wollongong graduate qualities policy. Retrieved 7 March 2009, from: http://www.uow.edu.au/about/policy/UOW058682.html#P73_1243
21.
van den Akker, J. ( 1999). Principles and methods of development research. In J. van den Akker, R. Branch, K. Gustavson, N. Nieveen, & T. Plomp (Eds.), Design approaches and tools in education and training (pp. 1-14). Dordecht: Kluwer Academic.
22.
Vygotsky, L. ( 1978). Mind in society The development of higher psychological processes. Cambridge, MA: Harvard University Press.
23.
Wang, F., & Hannafin, M.J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23.
24.
Wertsch, J.V. ( 2007). Mediation. In H. Daniels , M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 178-92). Cambridge: Cambridge University Press.
