Feedback, feedforward: evaluating the effectiveness of an oral peer review exercise amongst postgraduate students

Abstract

Assessment for learning approaches, such as peer review exercises may improve student performance in summative assessments and increase their satisfaction with assessment practices. We conducted a mixed methods study to evaluate the effectiveness of an oral peer review exercise among post-graduate students. We examined: (1) final assessment grades among students who did and did not take part in the peer review exercise; (2) student perceptions of the impact of the peer review exercise; and (3) student understanding of, and satisfaction with, this new assessment practice. We found that students who took part in the exercise had a significantly higher mean grade in a subsequent summative oral presentation assessment than students who did not take part in the exercise. Students gained a better understanding of assessment and marking criteria and expressed increased confidence and decreased anxiety about completing the subsequent summative assessment. Assessment for learning improves academic attainment and the learning experience in postgraduate students.

Keywords:

• Peer feedback
• assessment
• academic achievement

Acknowledgements

The authors thank the students who participated in the study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Hannah Dickson is a lecturer in the Department of Forensic and Neurodevelopmental Science at the Institute of Psychiatry, Psychology and Neuroscience, KCL and Assistant Programme lead on the MSc in Clinical Foensic Psychology. She has a broad research interest in developmental psychopathology and in particular factors associated with academic achievement.

Joel Harvey is a lecturer in clinical psychology in the Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, Psychology, and Neuroscience, King’s College London.

Nigel Blackwood is a Senior Lecturer in Forensic Psychiatry at Kings College London. He is interested in all things antisocial, and in the impact of education on prosocial behaviour.

Hannah Dickson is a lecturer in the Department of Forensic and Neurodevelopmental Science at the Institute of Psychiatry, Psychology and Neuroscience, KCL and Assistant Programme lead on the MSc in Clinical Forensic Psychology. She has a broad research interest in developmental psychopathology and in particular factors associated with academic achievement.

Joel Harvey is a lecturer in clinical psychology in the Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, Psychology, and Neuroscience, King’s College London.

Nigel Blackwood is a Senior Lecturer in Forensic Psychiatry at Kings College London. He is interested in all things antisocial, and in the impact of education on prosocial behaviour.