Extreme Use of Student Peer Assessment

Abstract

Students’ desire (and need) for ever more
feedback and many students’ lack of good study techniques
caused the author to dig into Student peer assessment (SPA).
He wanted to discover if it could provide more feedback in a
sustainable way and if it could provide students with a
generally useful study technique.
Preliminary (bad) experience made him realize that he had
only scratched the surface of SPA. This motivated him to dig
much deeper to get a real understanding of the necessary
prerequisites to make SPA work – and to explore if there were
limits to how and for what SPA could be used.
After a more careful study of literature about SPA theory
and experience, the author analysed two of his own courses for
student deliveries that could be suitable for SPA. At the time of
writing, the author has theoretical experience with creating
SPA instances for different types of student deliveries. At the
time of the Round Table, he will also be able to report practical
experience from using concrete examples of SPA with students
on three different courses.
In the Round Table discussions, the author would like to
focus on the aspects of “cost-effectiveness” (for both students
and teachers) and “invasiveness” of using SPA.