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The study evaluates impacts on learners’ social relationships and their overall assessment experience, and tests whether peer assessment can serve as a valid and reliable assessment method at bridging level. Using data from 107 regional-university students via a custom questionnaire, analyses focus on Task Experience, Feedback, Peer Relationships and Process Understanding.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-the-use-of-peer-assessment-in-a-regional-australian-university-tertiary-bridging-course/593567/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-the-use-of-peer-assessment-in-a-regional-australian-university-tertiary-bridging-course/593567.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main objective of the study on peer assessment?","Question",{"text":112,"@type":113},"To examine how peer assessment affects the student experience in a tertiary bridging course, including social relationships and the assessment experience.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected for the research?",{"text":117,"@type":113},"Data were collected from 107 students enrolled in a tertiary bridging program at a regional Australian university using a custom designed questionnaire.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the initial results suggest about peer assessment?",{"text":121,"@type":113},"The model added value through positive attitudes toward the task and peer feedback received, but participants did not prefer peer assessment over traditional forms and improvements in peer relationships were not identified.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593567,1792192741,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Adult Learning Volume 54, Number 1, April 2014  \nThe use of peer assessment in a regional Australian university tertiary bridging course  \nKelly Chambers  \nUniversity of the Sunshine Coast, Queensland  \nRobert Whannell  \nUniversity of New England, NSW  \nPatricia Whannell  \nUniversity of New England, NSW  \nThis paper presents the findings from research on peer assessment practice that was specifically focussed on improving the student experience in a tertiary bridging course. The objective of the study was to examine the impact of this assessment approach on student social relationships and the overall assessment experience. The study also examined whether peer assessment provided a valid and reliable method of assessment at the tertiary bridging level and whether students were equipped to be able to engage with this form of assessment. Data were collected from 107 students  \n70 Kelly Chambers, Robert Whannell & Patricia Whannell  \nenrolled in a tertiary bridging program at a regional university in Australia using a custom designed questionnaire. Four subscales, Task Experience, Feedback, Peer Relationships and Process Understanding, were identified and analysed. The initial results suggest this model of assessment did add value for students in the positive attitude toward the task and the feedback they received from their peers. The participants did not report a preference for peer assessment over other traditional forms. Improvements in the quality of peer relationships were also not identified. It was concluded that, while there are benefits provided by peer assessment in improving the students’understanding of the process of assessment, there were limited benefits in its use in relation to improving the overall student experience.  \nKeywords: tertiary bridging education, peer assessment, peer relationships  \nIntroduction  \nThere is a current focus in Australia to increase the number of non-traditional students studying at the tertiary level of education (Bradley, Noonan, Nugent, & Scales, 2008). A number of universities in Australia provide tertiary bridging programs that may be accessed by students for the purposes of academic qualification and/or to improve preparedness for tertiary study. Many students entering these programs have been demonstrated to be ill prepared for undergraduate study, with nearly 50% having failed to finish secondary school (Whannell, Allen, & Lynch, 2010). The quality of peer relationships has also been demonstrated to play an important role in student retention during the initial transition into a tertiary bridging program (Whannell, 2013) .  \nIt was considered that peer assessment may provide a vehicle through which these factors could be addressed and positively influence the experience of tertiary bridging and mature age students during the initial transition into study at the tertiary level.  \nThe use of peer assessment in a regional Australian university tertiary bridging course 71  \nThe aim of the study was to determine the potential of peer assessment to improve the student experience in a tertiary bridging course by developing innovative assessment tasks that promote social relationships, metacognitive awareness and an appreciation for academic processes. It was also hoped that the use of such an assessment task would facilitate benefits in peer relationships through the necessary interaction involved. The study also examined the validity and reliability of peer assessment for students with a history of poor academic achievement and engagement, such as students enrolled in a tertiary bridging program.  \nPeer assessment  \nPeer assessment has been extensively researched over many years with many academic writers supporting its use from as early asthe 1970s (Kane & Lawler, 1978) . The debate as to its usefulness atthe tertiary level of education is a much more recent development (Friedman, Cox, & Maher, 2008) .  \nA number of methods of peer assessment have been describ","cbCaibbYzugc9TRh","https://ap.wps.com/l/cbCaibbYzugc9TRh","pdf",218613,"English","# Introduction\n## Context for tertiary bridging programs in Australia\n# Peer assessment\n## Definitions and early methods\n## Debates on usefulness at tertiary level\n## Validity, reliability, and formative effects","[{\"question\":\"What was the main objective of the study on peer assessment?\",\"answer\":\"To examine how peer assessment affects the student experience in a tertiary bridging course, including social relationships and the assessment experience.\"},{\"question\":\"How was data collected for the research?\",\"answer\":\"Data were collected from 107 students enrolled in a tertiary bridging program at a regional Australian university using a custom designed questionnaire.\"},{\"question\":\"What did the initial results suggest about peer assessment?\",\"answer\":\"The model added value through positive attitudes toward the task and peer feedback received, but participants did not prefer peer assessment over traditional forms and improvements in peer relationships were not identified.\"}]","Australian Journal of Adult Learning - The use of peer assessment in a regional Australian university tertiary bridging course | PDF",1792077493]