Peer feedback: moving from assessment of learning to assessment for learning

Authors

  • Sigrun M Wagner Royal Holloway, University of London

DOI:

https://doi.org/10.47408/jldhe.v0i0.335

Keywords:

Peer assessment, Assessment for learning, Peer learning, Peer feedback

Abstract

The following case study showcases a model of academic peer learning that has demonstrated clear links to learning development in final year students. The paper discusses the introduction of a new assessment structure for a 15 credit course unit usually taken by 90 students in the form of a short discursive essay (500 words) due early in the first teaching term. This essay is peer assessed in groups of four students. The peer feedback and tutor mark then serve as formative feedback (feed forward) for the main, longer essay (2-2,500 words) due in the second teaching term. Following the outline of the case background, details of the peer assessment are provided, including its development and structure. The new assessment structure has resulted in deeper learning, positive student feedback, fewer student complaints with regard to grades received for the main essay, and better preparation for the final exam. Reflections are offered in the conclusion.

à

Author Biography

Sigrun M Wagner, Royal Holloway, University of London

Senior Lecturer in International Business and Sustainability

Undergraduate Admissions Tutor

School of Management

Downloads

Published

03-05-2016

How to Cite

Wagner, S. M. (2016) “Peer feedback: moving from assessment of learning to assessment for learning”, Journal of Learning Development in Higher Education. doi: 10.47408/jldhe.v0i0.335.

Issue

Special Edition: Academic Peer Learning (Part II)

Section

Case Studies

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).