3 - University of Hertfordshire

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Peer Assessment: Educationally Effective...24Aims of the studyThe aim of the study was to determine if peer assessment was beneficial to studentlearning through consideration of student performance on subsequent laboratory reportsand their own self reflection.Method; Peer assessment processSince the academic year 2007-2008, students on the human physiology module (level 4)at UH have taken part in peer assessment of their laboratory reports. Each year between130-200 students registered on the module. The peer assessment activity formed part ofthe summative assessment for the module and contributed to 20% of the module grade.All students took part in a laboratory class lasting up to four hours, during which the experimentaldata was recorded and discussed. After all students had completed the laboratoryclass they attended a one hour workshop designed to provide insight and guidanceon the peer marking activity (figure 2).Aims of the preparatory workshop:To provide the rationale for peer markingTo discuss the benefits of peer assessmentTo describe the peer marking processTo provide guidance on laboratory report writingTo consider the specific marking criteria for the reportTo gather student perceptions regarding peer assessment and discuss anystudent concerns regarding the activity.Figure 2: Aims of the workshop that students undertook prior to the peer marking activityThe students then submitted two copies of their report; an online submission, to be usedfor staff moderation purposes, and a paper copy for distribution during the marking session.The peer assessment marking activity took place one week after submission of thereport and was conducted over a two hour period. Each student was randomly given anotherstudent‟s report (tutors ensured that no students received their own report) and thetutor guided the students through each section of the report according to detailed markingcriteria. Two/three additional tutors were available to answer any queries during themarking session. Each section (abstract, introduction, methods, result, discussion, references)was marked in turn and the students provided annotated feedback as well as allocatingmarks for each section. Reports were then returned to the original author to reviewthe mark and the comments. The results were recorded by the tutor.Blended Learning In Practice May 2011
Peer Assessment: Educationally Effective...25Moderation of scripts was carried out per UH academic quality processes, ensuring that any assignmentsdeemed to have failed (
Page 3 and 4: Editorial3A warm welcome to the May
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3 - University of Hertfordshire

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