Can students fairly assess their peers? Transparency in Evaluation

AIM: Students reported a ‘Self and Peer Assessment’ examination for a level 5 practical examination was unfair. A learning and teaching moderation strategy (LTMS) was developed to equip students with the necessary skills for engaging with the assessment process. A second aim was to establish a robust evaluation process of student views and attainment.

METHODS: The LTMS was adapted across successive deliveries of the module. Strategies for upskilling students, included engagement in assessment grid design and simulation workshops for formative practice in the Self & Peer (S&P) process.

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Annual cohort evaluation of the S&P assessment included observation of student views, gathered anonymously ahead of the assessment period and post assessment using Mentimeter. Descriptive statistical analysis compared peer group mean and standard deviation (SD) awarded marks, student self-awarded marks and Tutor awarded marks.

 

RESULTS: Evaluation from the most recent cohort, reported a consensus in student views ahead of the examination for anxiety around capability (70% referred to negative feelings). Post examination, most students found the S & P experience to be constructive (70% plus referred to positive feelings). Positive comments included the process was more ‘relaxed’ than typical Tutor lead practical examinations and they could see the value to future employment expectations. Some students referred to negative feelings post examination (10%), including preference for Tutors-lead marking.

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The average student peer group mark of 65% (SD: 9) (N=95), compared with the average Tutor mark awarded 64% (SD:12) and the average self-awarded student was 61% (SD:8).  

CONCLUSION: Instigating a S&P, Learning & Teaching Strategy can result in a fair and robust examination process. Results from the recent cohort are consistent with the pattern of success over a three year plus period. Success cannot be taken for granted and is a product of consistent moderation.