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- Vol 3 RE: Chapter 14
- Vol 3 TE: App C
peer assessmentformative feedbackassessment criteriaself-regulated learningpeer judgmentfeedback qualityassessment reliabilityrevision practicesJournal article Evidence summaryAt a glance
This practice-oriented article explains peer assessment as learners judging work by peers of similar status, usually with formative purposes extending beyond a mark. Topping distinguishes qualitative comments or scores, anonymous or identified review, same- or cross-ability matching, reciprocal or one-way roles, individual or group products, and formative or summative use.
Key ideas
Peer assessment may increase feedback while helping students internalise criteria, compare strategies, explain judgements, and reflect on their own work. Reliability can be acceptable, particularly when multiple judgements are combined, but accuracy is not automatic. Students may lack domain knowledge, misunderstand standards, avoid criticism, favour friends, or distrust peer grades. Preparation therefore matters: teachers should clarify purposes and criteria, model examples, involve students in criteria where appropriate, train them to give specific constructive feedback, rehearse with low stakes, monitor exchanges, and provide opportunities for revision.
Why it matters
The teacher remains responsible for design and quality assurance. The central implication is that making and discussing judgements can itself produce learning; peer assessment should be reciprocal participation in evaluative practice, not merely delegated grading.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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