Using peer assessment of fieldwork to enhance students’ practical training

Abstract

Fieldwork training is a key component of several practical disciplines. In this study, students’ peer assessment of fieldwork is explored as a method to improve their practical training. Peer assessment theories are first discussed. A framework for peer assessment of fieldwork is proposed, and the steps taken for preparation of students for this task are discussed. A developed marking, feedback and moderation tool of assessment are presented. Application of peer assessment in the field was investigated over a period of two years in one undergraduate unit in the geospatial discipline as an example. Reliability of peer assessment was estimated by measuring the difference between assessments carried out by groups of peer assessors, and its validity was measured by comparing students’ marks with those given by tutors. Results show that students have gained from the peer assessment process, mainly as a formative form of assessment, by better understanding and endeavouring to achieve the objectives of field tasks. Tutors use differences among assessments made by groups of students compared to tutors’ assessments to identify field components that need better explanation of their content and assessment criteria.

Keywords:

• peer review
• assessment for learning
• moderation
• student engagement
• surveying

Acknowledgements

Elizabeth-Kate Gulland and Tony Snow are acknowledged for their help in the development and testing of the marking/feedback and moderation tool. The funding received from Curtin University for the development of the marking/feedback and moderation tool is acknowledged.