Peer assessment in the Physics post-secondary classroom

Abstract

Traditionally assessment is used to give a summative judgement in the form of grades. However the principles of assessment for learning promote assessment which is continuously changing to help students in their learning experience, also by engaging them in their learning process. Peer assessment, in particular, gives more responsibility to students by involving them in assessment practices and allowing them to mark their peers' work. This action research focuses on the implementation of peer assessment with the participation of ten students within a Maltese Post-Secondary Physics classroom. The main aim of this qualitative study was to explore whether peer assessment has an effect on student learning in Physics. More specifically, it aims at understanding if students have enough skills to assess each other and how the use of criteria and feedback affects their understanding. The data was collected in three main phases. An initial questionnaire gathered information on the students' views and experiences on assessment, in order to design the first peer assessment activities. Subsequently, the students engaged in peer assessment by giving feedback according to readymade criteria and criteria devised by them. Finally students' views and perceptions on the effects and uses of peer assessment were gathered using group interviews. It has been found that peer assessment has benefited students' learning when the criteria were given beforehand to students. Moreover students have shown their ability to mark work effectively and to provide concrete feedback which could help the other students to improve their work and reach preset learning goals.