Peer assessment has been used successfully in higher education, with important bene ts reported in terms of student learning. However, most of the literature has focused on its use with small groups of students taught by staff who are committed to the peer assessment process. This paper reports the development of peer assessment procedures for use in large classes, using a cyclical process of action, re ection and re ned action. The project was carried out in three phases and after each phase changes were made to the procedures in response to student and staff feedback. The development of procedures is discussed in relation to assessment tasks, assessment criteria, anonymity, procedural guidelines, distribution systems, marking procedures and tutor remarking. Although there are speci c dif culties associated with the use of peer assessment in large classes, this study suggests that these are outweighed by the learning bene ts for students. Based on the ndings of this study, recommendations are made for ways in which peer assessment might be successfully applied in large classes.
Notes on ContributorsROY BALLANTYNE is an Associate Professor in the School of Learning and Professional Studies, Queensland University of Technology. He has a long-standing commitment to researching and improving teaching and learning in higher education.A summary of the procedural guideline s produced in this study, including checklist s for both tutors and students, are included in the Appendix.
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