Peer assessment provides for students a number of educational and social benefits, and transferable-skill development. Academics also benefit by developing a better understanding of how to promote student learning through student collaboration, it can also save time. Peer assessment must be planned and implemented carefully to effectively support student team working and communication abilities - an important issue which this event will address.
This 50 minute workshop will offer a brief introduction to the core principles of peer assessment and how they can be applied within teaching and learning, for formative or summative assessment. Examples of peer assessment implemented for small and large groups will be provided, using the University of Hull peer assessment tool, WebPA.
Finally, the sprint will offer some core tips on how to introduce peer assessment within the curriculum.
42% of programme leaders expressed an interest in exploring peer assessment.
This session will be of interest to:
those involved in the design and delivery of modules or programmes and interested in enhancing NSS results in assessment and feedback.
By successfully engaging with this event, the participant will:
- understand the benefits of peer assessment
- understand how peer assessment can be implemented
- understand how the University of Hull works with and support peer assessment
Boud, D., Cohen, R. & Sampson, J. (2014) Peer learning in higher education: Learning from and with each other Routledge.
Falchikov, N. & Blythman, M. (2001) Learning together: Peer tutoring in higher education Psychology Press.
Planas-Lladó, A., Feliu, L., Castro, F., Fraguell, R. M., Arbat, G., Pujol, J., Suñol, J. J. & Daunis-i-Estadella, P. (2018) Using peer assessment to evaluate teamwork from a multidisciplinary perspective. Assessment & Evaluation in Higher Education, 43(1), 14-30.
Roberts, T. S. (2006) Self, peer, and group assessment in e-learningIGI Global.
Topping, K. & Ehly, S. (1998) Peer-assisted learning Routledge.
Willcoxson, L. E. (2006) “It’s not Fair!”: Assessing the Dynamics and Resourcing of Teamwork. Journal of Management Education, 30(6), 798-808.
Willmot, P. & Pond, K. (2012) Multi-disciplinary Peer-mark Moderation of Group Work. International Journal of Higher Education, 1(1).
UK Professional Standards Framework (HEA, 2011) outlines the core Activities (A), Knowledge (K) and Values (V) that underpin teaching and learning activity in HE.
- A1: Design and plan learning activities and/or programmes of study
- A3: Assess and give feedback to learners
- K1: The subject material
- K2: Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme
- K3: How students learn, both generally and within their subject/disciplinary area(s)
- K4: The use and value of appropriate learning technologies
- V3: Use evidence informed approaches and the outcomes from research, scholarship and continuing professional development
If this session has already taken place, please contact firstname.lastname@example.org to be added to a waiting list for a second run.
All workshop resources (including Panopto recordings) will be available online. Details will be given in due course.