Factors Shaping Student Resistance to Peer Assessment
Keywords:
peer assessment, student resistance, qualitative research, higher education, Iraq, cultural barriers, formative assessmentAbstract
This study aimed to explore the key psychological, pedagogical, cultural, and contextual factors that shape university students’ resistance to participating in peer assessment activities within the Iraqi higher education system. This qualitative research employed a phenomenological approach to investigate the lived experiences of students regarding peer assessment. Data were collected through semi-structured interviews with 24 undergraduate students from various disciplines at universities in Iraq. Participants were selected through purposive sampling, and interviews continued until theoretical saturation was reached. Each interview lasted between 45 and 60 minutes and was transcribed verbatim. The data were analyzed using thematic analysis, facilitated by NVivo software. Trustworthiness was ensured through member checking, peer debriefing, and audit trails throughout the research process. Analysis revealed four overarching themes: (1) emotional and psychological barriers, including fear of negative evaluation, trust issues, and identity threat; (2) pedagogical and instructional issues such as unclear guidelines, inadequate training, and perceived unfairness; (3) cultural and social norms, including hierarchical learning traditions, gender-related sensitivities, and collectivist values; and (4) perceptions of peer assessment utility, characterized by skepticism about its academic value and concerns over grading impact. These themes collectively illustrate that student resistance is shaped by an interplay of individual emotions, classroom practices, and socio-cultural expectations. Student resistance to peer assessment is a complex, multidimensional phenomenon influenced by emotional vulnerability, instructional design, cultural values, and perceived academic legitimacy. Addressing this resistance requires context-sensitive pedagogical strategies, including better training, clearer assessment frameworks, and culturally informed practices. The study contributes to the broader understanding of assessment in non-Western contexts and offers practical insights for more equitable and effective implementation of peer evaluation.
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