Abstract:

Active student participation in assessment processes is associated with improvements in understanding quality criteria, self regulation, and the effective use of feedback, particularly when peer assessment is introduced with explicit rubrics and brief training. The literature indicates that peer assessment can reach acceptable levels of validity and reliability when it is grounded in well understood criteria and global judgments, and that rubrics increase consistency and performance while also fostering self regulated learning. This paper presents a peer assessment experience implemented in a university setting. Students worked in groups to develop a project aligned with the course content, and subsequently evaluated the projects presented by their peers. A project specific rubric, prepared explicitly for this purpose, guided the review process. The paper describes the design, instruments, and procedures employed, and reports qualitative and process evidence gathered during the implementation. It also synthesizes lessons learned and provides recommendations.

Keywords:

Peer assessment, rubric, project based, evaluation, university.