Ballantyne, R., Hughes, K. & Mylonas, A. (2002). Developing procedures for implementing peer assessment in large classes using an action research process. Assessment & Evaluation in Higher Education, 27(5), pp. 427-441.
This paper discussed the use of peer-assessment processes in large classes and was based on a study at Queensland University of Technology, which incorporated 3 faculties. Issues and challenges related to peer-based assessment were thoroughly reviewed and identified as part of the action-research nature of the study. Recommendations for implementing peer based assessment were made, and an indicative list is provided below:
- Choose an assessment task that both students and staff are familiar with
- Ensure that all tutors are on-side and positive about the process
- Consider awarding marks for the feedback that peers provide
- Use codes to preserve anonymity
- Have a tutor moderation system available
- Don’t overuse this method
Overall findings from the study indicated that not all liked it, but many students reported that their learning benefitted from the opportunity to engage with other students’ work and to gain insight into how marking criteria is applied. Resources to support peer-assessment are provided in the Appendices.