“We get to be involved!” Involving students in the assessment process

Trudy McAuley

Despite the increase in the use of group work in higher education, much of the literature on group work is presented from a tutor’s, employer’s or policy maker’s perspective. This paper reports on the process of involving undergraduates in the assessment of their peers’ contribution to assessed group work.
 
Students were involved in setting the criteria for assessing each other’s contribution at the beginning of modules. They then assessed each other’s contribution using the criteria they had generated and provided a confidential summative mark and formative feedback. This paper explores students’ perceptions of the process.