Enhanced feedback - does peer assessment achieve this goal?

Abstract

The students’ responses towards peer assessment of assignments system and their acceptance of peers’ assessment feedback were evaluated at the University of Southern Queensland (USQ). More than 95% of a class of 165 students participated in the peer assessment process. However, only eighty-five students responded to the voluntary survey questions. Most respondents (>60%) found the peer assessment of assignment system useful as a learning tool. Many of them (>57%) also found feedback from their peers helpful. A significant minority (~25%) remained sceptical of the peer assessment of assignment system and they did not readily accept peers' feedback. This paper analyses students' responses and concludes that the peer assessment of assignment system had no comprehensive benefit to this cohort of students. However, the analysis revealed a wider scope of the system in enhancing student learning if it is implemented correctly and if peers provided feedback considerately.