Bringing learner-centered online peer assessment and feedback to Indian and Canadian high schools: Initial reactions from teachers and students

Abstract

Peer learning, a learner-centered approach where students learn from and with each other, extends to the practices of peer assessment and peer feedback. In this study, we explored the implementation of an online peer assessment and feedback tool called peerScholar in Indian and Canadian secondary schools. Grade 9 Indian students (n = 15) and Canadian students (n = 22) who used peerScholar answered a modified Intrinsic Motivation Inventory (IMI) questionnaire about their subjective experience. Three Indian teachers who piloted peerScholar participated in the semi-structured interviews. All the participants were using peer assessment for the first time. Overall, both quantitative and qualitative data highlight that Indian teachers and students embraced learner-centered approaches, despite the concept of learner-centered education being a relatively new concept for all participants. Indian students had significantly higher interest/enjoyment (p < 0.001) and value/usefulness (p < 0.001) subscale scores than Canadian students. Three themes were generated using reflexive thematic analysis: the value of peer assessment embedded in technology, clashing educational philosophies, and the influence of time. Recommendations to overcome the barriers to long-term use of online peer assessment tools based on the qualitative findings are discussed. This exploratory study is the first to implement learner-centered online peer assessment technology in an Indian secondary school with limited exposure to learner-centered pedagogy.

Keywords

• Secondary education
• Cross-cultural projects
• Cooperative/collaborative learning
• Evaluation methodologies
• Pedagogical issues