Peer Feedback Marking: Developing Peer Assessment

Abstract

SUMMARY Some studies of peer assessment in higher education are reviewed, and found to focus on either assessment of a product such as an examination script, or of the performance of a particular skill, often in a medical or dental setting. Classroom performance studies focus mainly on interpersonal skills or group dynamics. Many examples where mean peer assessments resembled lecturer assessments were found, and the overwhelming view seems to be that peer assessment is a useful, reliable and valid exercise. Student evaluations of peer assessment suggest that they also perceive it to be beneficial. However, some students expressed a dislike of awarding a grade to their peers, particularly in the context of a small, well established group. A study which attempted to capitalize on the benefits of peer assessment while minimizing the problems is described. In this study, the emphasis was on critical feedback, rather than on the awarding of a grade, though this was required also. Results indicated a close correspondence between lecturer and peer marks, as in previous studies. Feedback was perceived to be useful, and the scheme of Peer Feedback Marking (PFM) rated as conferring more benefits than the more usual, lecturer marked method. The main strength of PFM seems to be related to the enhancement of student learning by means of reflection, analysis and diplomatic criticism.

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