Review by: Amato, Vito (2005-06-20)

In this paper, David Boud, Ruth Cohen and Jane Sampson investigate assessment as it relates to peer learning in university courses. The authors include a rationale for the interest in peer learning approaches centered on addressing educational outcomes followed by a dialogue of why formal assessment is particularly important in its context to provide valuable feedback to learners. The authors consider the effects of assessment on learning in general before investigating what features of assessment design need to be analyzed. Finally, they identify assessment practices and challenges that require further study.

Within a learning context, the authors propose techniques such group assessment, peer feedback and self assessment that illustrate the benefits of peer learning and assessment. They also propose approaches such as using cumulative rather than weighted assessment that can be utilized to meet the formal assessment requirements as well as overcoming assessment challenges of a course. Moreover, the authors discuss scenarios such as collaborative learning events in which reciprocal peer learning is utilized as a significant component of a given subject. The authors present models and examples which make use of teaching and learning strategies in which students learn with and from each other without the immediate intervention of a teacher. These examples are very illustrative of carefully crafted techniques and approaches that exemplify the strengths of reciprocal peer learning.

From an implementation perspective, the authors provide an insightful analysis centered around the need to focus on peer learning to enable and support the development of learning outcomes related to collaboration, teamwork, and becoming a member of a learning community. The authors stress that critical thinking and communication skills enable peer learning implementation. In addition, the authors state that assessment needs to be taken into account in order to address educational outcomes, value peer learning and recognize commitment to learning outcomes.

The authors also address the challenges associated with assessing peer learning such as active student engagement and effectively managing the assessment process. According to the authors, there is a need to design assessment processes so that unintended and negative consequences are avoided. Instead, educators should formulate these processes so that students have positive assessment experiences.

Within the context of practical approaches, the authors discuss the utilization of group assessment, peer feedback, self assessment, assessment of participation and negotiated assessment. The authors stress the criticality of the alignment between assessment practices and the various types of learning a course seeks to accomplish. The authors also postulate that the traditional individualistic approach to assessment in universities requires re-evaluation if cooperation and collaboration is to be cultivated. The authors conclude that several challenges related to peer assessment such as individual versus group focus and control versus responsibility will require further investigation.