Engaging novice psychology students through peer assessment
Keywords:
Peer Assessment, Student-active methods, Academic WritingAbstract
Ensuring a positive student perception of peer assessment is essential for achieving its educational benefits. Thus, this case study explored first-year bachelor’s students’ experiences with a peer assessment writing assignment on the history of psychology (n = 272). Participants rated their agreement on six statements about their learning experience, with an option to add comments. Quantitative data showed that most students (80%) had an overall positive experience, finding value in reading others’ work, providing thorough feedback, and responding to feedback. Qualitative data indicated some felt a sense of mastery and gained insights into academic evaluation. Both data types revealed mixed opinions on the educational value of peer feedback. While web applications streamline peer assessment for large groups, I conclude that anticipating an associated workload is vital to ensure positive student perceptions of this method. This case study may invite educators to reflect on this rich, student-active method, particularly in the context of novice students in higher education.
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