Author: Laura Mason
Session: Lightning Talk
Peer assessment is defined as students grading the work or performance of their peers using relevant criteria (Falchikov, 2001). Whilst this may seem useful, particularly with growing student numbers and consistently poor feedback ratings, it does not portray the academic benefits of the peer assessment process. Liu and Carless (2006) argue that intellectual engagement with outcomes, criteria and standards is at the heart of student engagement with an assessment and that thinking about achieving outcomes to certain agreed standards is a learning process in itself with giving marks or grades only a small part of the process. Much of the argument against peer assessment has centred on reliability with concern that students don’t have the expertise needed or that assessments may be unfair with relationships between students getting in the way. This study aims to evaluate the use of peer assessment via Blackboard for the formative assessment of a draft Research Methods in Sports Science portfolio. The assessments will be anonymous so as to remove any influence of relationships between students and each student will provide and receive two sets of feedback. The process will be evaluated in two ways, firstly using the performance of students on the summative assessment and secondly using a student evaluation questionnaire to gain information on their perception of the process as a whole.