An Evaluation of the Use of Peer Assessment in Higher Education: a case study in the School of Music, Kingston University

Abstract

The following paper outlines and evaluates the implementation of the use of peer assessment in higher education (HE), using the BA in music course at Kingston University as a case study. The rationale of the peer assessment systems introduced into two curriculum areas is examined, and the operation of the scheme is evaluated, by the use of lecturer interviews, attitudinal questionnaires completed by the participating students, and the assessments and feedback produced. Conclusions drawn are that the introduction of peer assessment seems to improve students' critical faculties and gives them a greater ownership of the whole assessment process.

Peer assessment and evaluation in team‐based learning

“…For example, judgment by peers seems to provide a more significant motivator to produce high-quality work than does the assessment of a single instructor (Searby and Ewers, 1997). As a result, when peers are accountable to each other, the time spent comparing work and discussing ideas and concepts in teams is more productive.…”

“…Two of the most prominent were increased confidence in one's performance and increased quality in the learning output. Peer assessment and evaluation also serve to help students take more control over their learning through development of critical analysis of the work of others (Searby and Ewers, 1997). Repeated reading of peer writing, for example, reinforces analysis of one's own work processes and makes the learning more visible to the learner (Topping, Smith, Swanson, and Elliot, 2000).…”

“…Put simply, students learn from the cognitive processes of their peers (Brindley and Scoffield, 1998). Furthermore, when students become assessors, they are required to show a more thoughtful understanding of the processes involved in the activity (Searby and Ewers, 1997).…”

Students’ Perspectives on the Use of Peer Feedback in an English as a Second Language Writing Class

“…Thus the whole process of peer feedback inspires students to be critical, autonomous learners as they become more adept at using feedback criteria and developing a clearer notion of the topic that is assessed (Falchikov, 1995;Searby & Ewers, 1997). If peer feedback is thoughtfully carried out, it can assist the student in developing various learning and life skills, as in learner responsibility, thinking strategies and appraisal skills.…”

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

“…It has been suggested that engaging in peerassessment activities might also develop self-assessment skills (Dochy et al, 1999;Somervell, 1993). However, only a few studies have tried to empirically demonstrate that assessing a peer's performance may subsequently improve self-assessment skills (see Oldfield & Macalpine, 1995;Searby & Ewers, 1997).…”