This report examines the current methods of peer assessment used within the School of Mathematics at the University of Birmingham. Here the focus is upon the use of peer assessment when deciding how to allocate marks between different members of a group to reflect their individual contributions to group work rather than the peer marking of individual assignments and tasks. It uses both quantitative and qualitative responses from students who have experienced one or both of the methods currently used within the School. Further, it goes on to discuss and compare alternatives to the current methods used and proposes possible improvements to be used by the School.
|Number of pages||6|
|Journal||Education in Practice|
|Publication status||Published - Nov 2015|