This page contains information about peer assessment and how you can use it to facilitate increased student activity and engagement.

Norwegian version: Medstudentvurdering

What is peer assessment

Peer assessment is a learning activity where students assess each other's work, usually against some given criteria, standard, or checklists. (Topping, 2009). The work being assessed can be a product (e.g., assignments, written submissions, videos, oral presentations), processes (e.g., contributions in a group work) or other skills.

Peer assessment can be organized by students assessing other students work individually or group-based, and include self-assessment. In addition to assessing each other's work, the students give feedback to their peers based on the work they have assessed.

The feedback is an important part of peer assessment. Giving feedback to other students can positively influence students' learning, contributing to self-regulating learning, ownership to the learning process and practicing general skills that are important for lifelong learning (Raaheim, 2019; Topping, 2009).

How to get started with peer assessment

Peer assessment is a student-active form of learning and will require efforts from the students for a good learning outcome. It is important that the students have prerequisites for carrying out the peer assessment, i.e. understanding objectives/purpose, assignments and assessment criteria, as well as actively relating to the feedback. Therefore, adapt the peer assessment to the students’ level, provide necessary training and start off with a gradual approach to the method. In this context, the following factors should be taken into account (based on Adachi et al. (2018); Topping (2009)):

Involve students

• Student involvement is recommended throughout the process
• Clarify the purpose: Be clear to students what the purpose is and why peer assessment is used.

Determine the format and organization

• Plan your activity so it fits in with your other learning activities so that the total workload is manageable for the students.
• Consider whether individual or group-based assessment would work best and how many peers a student should assess. For example, a student can assess two peers in addition to self-assessment. Consideration should also be given to whether there should be a random distribution of students (the student considers random student’s work) or whether they should be matched regarding academic level.
• Consider whether there should be anonymity in assessment and feedback. Social factors may influence assessment and feedback.

Assessment criteria

• Provide the students with tangible assessment criteria
• Involving the students in developing assessment criteria can increase learning outcomes and ownership of the process, as well as reduce any uncertainty regarding peer assessment.

Ensure good and constructive feedback

• Based on the work being assessed, consider what is the most appropriate format of the feedback (qualitative, quantitative, written, oral, etc.),
• It is important that the students receive relevant and constructive feedback from peers. Consideration should be given to whether the students should be trained in giving and receiving feedback. If the feedback does not contribute anything substantial or is perceived as unfair, students may lose motivation for peer assessment.
• Review the feedback (at least a selection) before releasing it, especially if the students are new to peer assessment. In this way, the feedback can be more quality assured and any "deviations" (major differences in feedback) are detected.

Monitor the process and guide students

• Give the students guidance so that their competence in assessment and feedback is increased.

Why use peer assessment

Peer assessment is usually used as a formative assessment, the purpose of the activity is assessment for learning. Peer assessment will give the students feedback, while at the same time they gain experience in articulating and communicating their own understanding and competence (Raaheim, 2019).

Peer assessment can include several different learning outcomes. For example, peer assessment can provide academic benefits in a selected topic, as well as developing general academic skills.

Peer evaluation increases the amount of academic feedback, provides practice in critical thinking, gives greater responsibility for their own academic progress and leads to higher motivation (Boud &Falchikov, 2007; Ertl &Wright, 2008; Topping, 1998). According to Topping (2009), feedback from fellow students may also be more immediate, individualized and more open to discussion than feedback from the teacher.

Peer assessment tools

The use of digital tools for peer assessment simplifies the administration of the learning activity. At NTNU you get support for peer assessment in Blackboard and EduFlow.

Blackboard: Supports individual peer assessment. You can find relevant guides under the Supportbutton in Blackboard.

FeedbackFruits: Supports individual and group-based peer assessment.

Contact

Contact the Section for Teaching and Learning Support (SLS) for pedagogical support with peer assessment.

Contact Orakel Support Services for technical support with peer assessment tools.

This page was written by and is maintained by the Section for Teaching and Learning Support.

References

Adachi, C., Tai, J., & Dawson, P. (2018). A framework for designing, implementing, communicating and researching peer assessment. Higher Education Research & Development, 37(3), 453-467. https://doi.org/10.1080/07294360.2017.1405913

Boud, D., & Falchikov, N. (2007). Rethinking assessment in higher education : learning for the longer term. Routledge.

Ertl, H., & Wright, S. (2008). Reviewing the literature on the student learning experience in higher education. London Review of Education, 6, 195-210. https://doi.org/10.1080/14748460802489348

Raaheim, A. (2019). The exam revolution : advice and tips on exams and alternative forms of assessment (2nd edition ed.). Gyldendal.

Topping, K. (1998). Peer Assessment Between Students in Colleges and Universities. Review of Educational Research, 68(3), 249-276. https://doi.org/10.3102/00346543068003249

Topping, K. (2009). Peer Assessment. Theory Into Practice, 48(1), 20-27. https://doi.org/10.1080/00405840802577569