Peer Feedback and Peer Grading in Context
Annotatsiya
This section of the thesis examines peer feedback and peer grading as two major forms of peer assessment in higher education. The study analyses their educational purposes, practical implementation, and influence on student learning within contemporary learner-centred assessment frameworks. Particular attention is given to the distinction between peer feedback as a developmental and communicative process and peer grading as a formal evaluative practice involving the assignment of marks or scores according to established criteria.
The research highlights the growing shift in higher education from traditional teacher-dominated feedback models toward more interactive and student-centred approaches that encourage learner autonomy, reflective thinking, and active engagement in the assessment process. Peer feedback is presented as an important mechanism for improving students’ understanding of quality standards, strengthening analytical thinking, and promoting self-regulated learning. The section also demonstrates that students benefit both from giving and receiving feedback, as the process enhances evaluative judgement, metacognitive awareness, and collaborative learning skills.
Furthermore, the study explores the reliability and fairness of peer grading, drawing on empirical research showing that student-assigned grades can achieve moderate to high levels of agreement with teacher evaluations when supported by transparent criteria, structured rubrics, and adequate training. The role of technology in facilitating online peer assessment, anonymous reviewing, and digital feedback systems is also examined as an increasingly important component of modern higher education assessment practices.
The findings indicate that successful implementation of peer feedback and peer grading depends not only on technical assessment design but also on the creation of supportive and trusting classroom environments. In the context of higher education reform in Uzbekistan, peer-based assessment is identified as a valuable strategy for improving feedback quality, increasing student participation, and developing professional competencies required for lifelong learning.
Key words: Peer feedback, peer grading, peer assessment, formative assessment, student-centred learning, feedback process, evaluative judgement, assessment criteria, rubric-based assessment, self-regulated learning, metacognitive skills, collaborative learning, digital assessment, online peer assessment, anonymous feedback, reflective learning, assessment reliability, assessment fairness, higher education assessment, competency development, higher education reform in Uzbekistan.
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