The Impact of Peer Assessment on Academic Performance


The Oxford University Centre for Educational Assessment

This week I will be traveling to London to attend the Bett conference. I have to admit I am only slightly excited to be attending Bett this year. I think my article about BETT 2018 sums it up. I am a lot more excited about traveling with my group from the University in Oslo, and  I am very much looking forward to visiting Oxford University on Thursday. We are invited to participate in a seminar organized by Therese Hopfenbeck and OUCEA,  The Oxford University Centre for Educational Assessment 

Preparing for the seminar I found this twitter message:

I have been interested in peer assessment for a long time and have written about it here. FIVE WAYS TO MAKE PEER FEEDBACK EFFECTIVE IN YOUR CLASSROOM | EDSURGE NEWS.  Some of the points from that article were;

  1. Use a Feedback Rubric.
  2. Make the feedback process anonymous
  3. Moderate and review feedback from students
  4. Ask students to react to the feedback they receive

I have used the peer assessment in my class, our learning management system itslearning does this nicely. In fact, it is one of the most useful features in the learning management system in my opinion. First, you get feedback from the students in your class, and then the teacher can assess the product anonymously as well. It is also a great way to start a project, the students get useful feedback before they revise and turn in their paper.

I have not read the whole report, if you want to read it you will find it here.

My take-aways after looking through it are the following;

“Peer assessment is an effective classroom technique for improving academic performance.  The results indicate that peer assessment can be effective across a wide range of subject areas, education levels, and assessment types. If used correctly, peer assessment can free up time for the teacher to assist students with greater difficulties or for more complex tasks. Anonymity is important because assessors are more likely to be honest in their feedback, and interpersonal processes cannot influence how assessees receive the assessment feedback.”

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