2. Consortium members Central School of Speech and Drama
Dartington College of Arts
Goldsmiths College
University of Leeds
University of Salford
University of Ulster

3. What is the purpose of assessment?
Who is assessment for?
What do we mean by peer assessment?
Where and how might it be applied?

4. what is the purpose of peer assessment?
to enhance learning (for assessor and assessee)
to encourage student autonomy
to develop critical judgement
Brown and Glasner (1999)

5. peer and self assessment: complementary partners
by judging work of others, students gain insight into their own performance
they gain a sense of ownership of the assessment process, thus improving motivation
they learn to evaluate their own and their peers achievements realistically (lifelong learning)

6. peer assessment works best when …
clear criteria are used
well designed and appropriate assessment tasks are employed (linked to learning objectives)
students engage in the process of devising criteria
criteria are introduced from day one so that a shared understanding develops
staff are fully committed

7. what do we mean by peer assessment?
peer tutoring/mentoring
peer feedback (written and oral)
peer grading of work
peer grading and tutor modified

8. potential problems involving students in assessment:
reluctance of one or more to participate in process
general dislike of assessing/judging friends
character conflicts
time consuming
lack of evaluative/assessment skills
lack of accuracy of peer grading
legal issues relating to degree classification

9. some benefits of involving students in assessment
for students
improves student learning and assessment
increases understanding of process and product
increases student autonomy
improves key skills development (critical thinking; communication; self motivation; time management etc)

10. some benefits of involving students in assessment
for staff:
increases staff reflection on teaching/assessment relationship
enables more productive tutorials
can create collaborative and exciting atmosphere can assist in response to increased burden of
marking

11. pair activities
1. (5 minutes) In pairs, each describe to your partner, a situation at work where peer assessment would be an appropriate and valuable learning strategy, but is currently not employed.
2. (15 minutes)
Discuss with your partner how you will attempt to implement peer assessment, noting any particular obstacles which will need to be overcome.

12. peer oral assessment at APU
Each student completes assessment sheet comments for each member of his/her study group
Criteria with suggested subheadings
• Content
• Organisation of material
• Delivery

13. peer oral assessment at APU
student suggested total class-mark
(fail (0-39), third (40-49) etc..
tutor uses group’s comments and class mark to arrive at final mark

14. peer review Political Theatre Module at UUC
Students generate criteria for each of three forms based on reading and directed practice
Groups devise short examples of form
Other students assess according to criteria and provide feedback
Criteria revisited

15. peer monitoring (a): Dissertation Module at UUC
Students conduct progress vivas and provide feedback
Reducing the ‘blag’ factor ?
Valued feedback
Orientation in Year Group (beware ‘groupthink’)

16. peer monitoring (b): Project work Interim Reviews through prompts
‘Our group works well when …’
‘I would learn more if …’
Three-Way Listening
Yellow and red cards

17. peer marking Group Process Group mark based on outcome
Group Mark x no. of group members = total
Process Criteria agreed
Each member allocates mark to others based on criteria
(sum of marks allocated = total)
No more than 10 to separate highest/lowest
Each member receives total of allocated marks divided by no. of group members

18. conclusions contextualise negotiate / review focus on learning
small quick wins
not everywhere (mix and match)

19. conclusions ILT LTSN SEDA HAN FDTL build on success
use students (vertical & horizontal)
identify and secure “friends”/ champions of change (internal and external)
ILT LTSN SEDA HAN FDTL