Peer assessment pilot

Jayson Cheyne

Peer assessment pilot

Jayson Cheyne

Mechanical And Aerospace Engineering

Research output: Contribution to conference › Presentation/Speech

Abstract

The Peer Assessment working group in the Department of Mechanical & Aerospace Engineering undertook a project to standardise and enhance the efficiency of peer-assessed activities across group-based coursework. Recognising the need for more consistent and structured peer evaluation, the group implemented a framework that quizzes students on key dimensions of group work engagement: individual contribution, communication within the team, participation during the group process, and input to the final output. The system integrates a controlled grade adjustment mechanism, allowing for a cap of ±10 percentage points on individual grades relative to the group mark. Importantly, this adjustment is limited at the pass/fail boundary to ensure academic integrity. Additionally, renewed procedures have ensured that any penalties are applied fairly, especially in the case of non-completion of the peer assessment by a student without negatively impacting the other group members.

The final grades remain primarily determined by academic staff, and students cannot influence whether peers pass or fail. This approach strikes a balance between fostering accountability among students and maintaining fair grading standards. Research conducted alongside implementation has shown high levels of student engagement with the peer review process. Responses consistently reflected thoughtful reflection and consideration, suggesting that students take the exercise seriously when given clear guidelines and a defined impact. Future developments aim to further streamline the process."

Original language	English
Publication status	Published - 19 Jun 2025
Event	Celebrating Excellence in Learning and Teaching at Strathclyde - University of Strathclyde, Glasgow, United Kingdom Duration: 19 Jun 2025 → 19 Jun 2025

Conference

Conference	Celebrating Excellence in Learning and Teaching at Strathclyde
Country/Territory	United Kingdom
City	Glasgow
Period	19/06/25 → 19/06/25
Other	Celebrating Excellence in Learning and Teaching at Strathclyde The University of Strathclyde's annual Teaching and Learning Day is a development opportunity for all staff involved in teaching and supporting learning. The programme celebrates diverse and innovative teaching practices across our 4 Faculties and Professional Services Directorates. Building on our strong culture of practice sharing, including the Learning and Teaching Improvement Framework Forums and MicroCPD Mondays, the day will be both practical and thought-provoking. Keynote presentations and panel discussions will help participants envision excellent student experiences at a research-intensive university. Contributions will be informed by sector and societal developments, including Scotland’s TQEF and Strathclyde’s forthcoming Tertiary Quality Enhancement Review, and supported by our educational strategy and values. The day will also highlight the latest innovations and trends in educational technology.

Keywords

peer assessment

Cite this

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title = "Peer assessment pilot",

abstract = "The Peer Assessment working group in the Department of Mechanical \& Aerospace Engineering undertook a project to standardise and enhance the efficiency of peer-assessed activities across group-based coursework. Recognising the need for more consistent and structured peer evaluation, the group implemented a framework that quizzes students on key dimensions of group work engagement: individual contribution, communication within the team, participation during the group process, and input to the final output. The system integrates a controlled grade adjustment mechanism, allowing for a cap of ±10 percentage points on individual grades relative to the group mark. Importantly, this adjustment is limited at the pass/fail boundary to ensure academic integrity. Additionally, renewed procedures have ensured that any penalties are applied fairly, especially in the case of non-completion of the peer assessment by a student without negatively impacting the other group members. The final grades remain primarily determined by academic staff, and students cannot influence whether peers pass or fail. This approach strikes a balance between fostering accountability among students and maintaining fair grading standards. Research conducted alongside implementation has shown high levels of student engagement with the peer review process. Responses consistently reflected thoughtful reflection and consideration, suggesting that students take the exercise seriously when given clear guidelines and a defined impact. Future developments aim to further streamline the process.{"}",

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N2 - The Peer Assessment working group in the Department of Mechanical & Aerospace Engineering undertook a project to standardise and enhance the efficiency of peer-assessed activities across group-based coursework. Recognising the need for more consistent and structured peer evaluation, the group implemented a framework that quizzes students on key dimensions of group work engagement: individual contribution, communication within the team, participation during the group process, and input to the final output. The system integrates a controlled grade adjustment mechanism, allowing for a cap of ±10 percentage points on individual grades relative to the group mark. Importantly, this adjustment is limited at the pass/fail boundary to ensure academic integrity. Additionally, renewed procedures have ensured that any penalties are applied fairly, especially in the case of non-completion of the peer assessment by a student without negatively impacting the other group members. The final grades remain primarily determined by academic staff, and students cannot influence whether peers pass or fail. This approach strikes a balance between fostering accountability among students and maintaining fair grading standards. Research conducted alongside implementation has shown high levels of student engagement with the peer review process. Responses consistently reflected thoughtful reflection and consideration, suggesting that students take the exercise seriously when given clear guidelines and a defined impact. Future developments aim to further streamline the process."

AB - The Peer Assessment working group in the Department of Mechanical & Aerospace Engineering undertook a project to standardise and enhance the efficiency of peer-assessed activities across group-based coursework. Recognising the need for more consistent and structured peer evaluation, the group implemented a framework that quizzes students on key dimensions of group work engagement: individual contribution, communication within the team, participation during the group process, and input to the final output. The system integrates a controlled grade adjustment mechanism, allowing for a cap of ±10 percentage points on individual grades relative to the group mark. Importantly, this adjustment is limited at the pass/fail boundary to ensure academic integrity. Additionally, renewed procedures have ensured that any penalties are applied fairly, especially in the case of non-completion of the peer assessment by a student without negatively impacting the other group members. The final grades remain primarily determined by academic staff, and students cannot influence whether peers pass or fail. This approach strikes a balance between fostering accountability among students and maintaining fair grading standards. Research conducted alongside implementation has shown high levels of student engagement with the peer review process. Responses consistently reflected thoughtful reflection and consideration, suggesting that students take the exercise seriously when given clear guidelines and a defined impact. Future developments aim to further streamline the process."

KW - peer assessment

M3 - Presentation/Speech

T2 - Celebrating Excellence in Learning and Teaching at Strathclyde<br/>

Y2 - 19 June 2025 through 19 June 2025

ER -

Peer assessment pilot

Abstract

Conference

Keywords

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