Repositioning peer marking for feedback literacy in higher education

Abstract

While the benefits of peer review on feedback literacy are widely recognised, peer marking tends to be associated with summative assessment, and often dismissed as a legacy from outdated approaches where assessment was used for measuring learning rather than as a means of achieving it. This paper repositions peer marking as a means of developing feedback literacy within a sustainable model of assessment. It presents an illustrative study where formative peer marking was integrated in a first-year distance learning undergraduate module in language studies, using digital asynchronous tools. Student engagement among the cohort (N = 939), as well as students’ learning behaviours and attitudes to peer marking, were evaluated through a combination of quantitative and qualitative methods. Patterns of student engagement varied, with 41% of the cohort engaging in some way, but only 17% completing all task components. Thematic analysis of student forum discussions reveals that the process of marking and comparing marks did elicit an array of critical evaluation strategies among the latter group. Comments voiced by those students as to the value of peer marking were also positive, though it is also noted that this was a self-selected group. A roadmap for the graded integration of peer assessment across the curriculum is proposed.

Keywords:

• Feedback
• feedback literacy
• peer assessment
• self-assessment ability
• first-year undergraduates

Acknowledgements

We wish to thank Thomas Ullman for his help retrieving the data relating to student engagement, as well as the 27 tutors who participated in the pilot activity. We also thank Prithvi Shrestha for his helpful comments on the first version of this article.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

María Fernández-Toro

María Fernández-Toro, PhD, SFHEA, is a senior lecturer in Spanish in the School of Languages and Applied Linguistics at the Open University, UK. Her research interests are independent learning, assessment (including peer assessment and self-assessment) and feedback.

Annette Duensing

Annette Duensing, SFHEA, is a senior lecturer and tutor line manager (staff tutor) in the School of Languages and Applied Linguistics at the Open University, UK. Her research interests are assessment (including peer assessment and self-assessment) and student – tutor interaction for learning.