Formative Peer Assessment of Academic Writing Between Postgraduate Students

• Published in: Assessment and evaluation in higher education 2000-06, Vol.25 (2), p.149-169
• Main Authors: Topping, K. J., Smith, E. F., Swanson, I., Elliot, A.
• Format: Article
• Language: English
• Subjects: Academic Language; Academic writing; Cognitive Restructuring; College Students; Communication Skills; Content Area Writing; Course Objectives; Educational evaluation; Educational Psychology; English (Second Language); Essays; Failure; Formative Evaluation; Graduate Students; Graduate studies; Group Discussion; Higher Education; Holistic Evaluation; Instructional Improvement; Peer assessment; Peer Evaluation; Peer Groups; Peer review; Pretests Posttests; Psychology; Reliability; Resistance (Psychology); Self Esteem; Student Evaluation; Teachers; Time on Task; Validity; Verbal Communication; Writing; Writing Evaluation; Writing Skills
• ISSN: 0260-2938; 1469-297X
• DOI: 10.1080/713611428

Reciprocal paired qualitative formative peer assessment of academic writing was undertaken by 12 postgraduate students of educational psychology. Overall, staff and peer assessments showed a very similar balance between positive and negative statements, but this varied according to assessment criterion. However, only half of all detailed formative assessment statements made showed some degree of correspondence between staff and peers. Nevertheless, there was very little evidence of conflict between the views of staff and peers-rather, they focused on different details. Subjective feedback from students indicated that most found the process time consuming, intellectually challenging and socially uncomfortable, but effective in improving the quality of their own subsequent written work and developing other transferable skills. The reliability and validity of this type of peer assessment thus appeared adequate, and the partiality of overlap in detail between staff and peer assessments suggested that the triangulation peer assessment offers is likely to add value. However, caution is indicated regarding the generalisation of this finding. Implications for action are outlined.