Extreme Use of Student Peer Assessment, pre-print
in proceedings of LTHs 8:e Pedagogiska Inspirationskonferens, Lund, Sweden, December 17, 2014.
Students’ desire (and need) for ever more feedback and many students’ lack of good study techniques caused the author to dig into Student peer assessment (SPA). He wanted to discover if it could provide more feedback in a sustainable way and if it could provide students with a generally useful study technique.
Preliminary (bad) experience made him realize that he had only scratched the surface of SPA. This motivated him to dig much deeper to get a real understanding of the necessary prerequisites to make SPA work – and to explore if there were limits to how and for what SPA could be used.
After a more careful study of literature about SPA theory and experience, the author analysed two of his own courses for student deliveries that could be suitable for SPA. At the time of writing, the author has theoretical experience with creating SPA instances for different types of student deliveries. At the time of the Round Table, he will also be able to report practical experience from using concrete examples of SPA with students on three different courses.
In the Round Table discussions, the author would like to focus on the aspects of “cost-effectiveness” (for both students and teachers) and “invasiveness” of using SPA.