Peer Assessment Learning Sessions (PALS): an innovative feedback technique for large engineering classes

The validity and students’ experiences of peer assessment in a large introductory class of gene technology

“…Furthermore, the academic staff recognised two main challenges in the teachinglearning environment: the students do not receive enough feedback on their learning, especially during their bachelor studies, and many teachers of bachelor studies are over loaded with large classes and a heavy workload. Research has shown that peer assessment is an important component of a lecturer's limited resources for providing feedback in a large class (O'Moore & Baldock, 2007;Ballantyne et al, 2002), and student involvement in assessment should also lead to better learning outcomes and a deeper understanding of the subject (Bryan & Clegg, 2006). Thus, with peer assessment, we wanted to support student learning by involving students as active participants in the assessment process.…”

Computer-Assisted and Peer Assessment: A Combined Approach to Assessing First Year Laboratory Practical Classes for Large Numbers of Students

“…It is not clear whether this was an effect of PA, or was the result of student effort in light of summative feedback from their fi rst assessed assignment or a refl ection of the contents of the individual practicals suiting differing students; this merits further study. Nevertheless, the process of demystifying assessment at University is an important one and has been noted as one of the strengths of PA (Brindley and Scoffi eld, 1998;O'Moore and Baldock, 2007). This was also borne out by comments offered by the students themselves, as even students who did not show a preference for PA in future assessments were able to see the added benefi ts of partaking in this type of assessment.…”

Selecting Effective Examples to Train Students for Peer Review of Open‐Ended Problem Solutions

“…Peer review aligns with the recommendations and goals of IEEE (IEEE, 2013) and the American Society of Civil Engineers (American Society of Civil Engineers [ASCE], 2015) to enhance engineers' peer feedback skills. With increased student-to-teacher ratios, peer review is a useful tool for timely, formative feedback to students (O'Moore & Baldock, 2007;van Hattum-Janssen & Maria Lourenço, 2006).…”

“…However, students can rank the relative quality of their peers' solutions similarly to experts, albeit with peers assigning higher absolute rating values (Billington, 1997;Cheng & Warren, 1999). One option for instructors is to remove numeric scoring altogether from the peer-review process and focus exclusively on written feedback (O'Moore & Baldock, 2007), although this approach solves the problem of students' poor performance at numeric scoring by ignoring it. Even though teams may not use the peer feedback they receive, the review process is effective in getting students to critically evaluate their own work (Ballantyne, Hughes, & Mylonas, 2002;Sitthiworachart & Joy, 2003) and in developing the ability to critically evaluate the work of others (Ballantyne et al, 2002;Boud, 2000;Guilford, 2001;Sitthiworachart & Joy, 2004).…”