This document discusses peer assessment, which involves students critiquing and providing feedback to each other's work. It defines peer assessment and outlines its benefits for both students and instructors. Students can develop skills in assessing others, self-assessing, and revising their work based on feedback. However, challenges include students providing meaningful feedback without guidance and feeling uneasy assessing peers. The document also describes where peer assessment can take place, how it can be graded, and examples of peer assessment activities. It concludes that successful peer assessment requires effective implementation and management integrated into course design to support learning.

1. PEER ASSESSMENT
Zhuman Gulzira
Zholdasova Symbat
Zhambyl Sabina
Nurmaganbet Aruzhan
Nazarova Aksaya

2. INTRODUCTION
• Focus on learning and learners are now a central theme in the
educational policies and practices. While there are still huge
needs for achieving higher grades as measured in accordance
with the evaluation criteria, benefiting of students from their own
learning, and involving them in assessing their own learning and
the ability to make a decision. Peer assessment is an important
element of designing learning environments in order for them to
become more participatory among students, which can achieve
concepts such as learning between peers, collaborative learning,
and problem-solving based learning.

3. WHAT IS PEER ASSESSMENT?
• Peer assessment or peer review provides a
structured learning process for students to
critique and provide feedback to each
other on their work. It helps students
develop lifelong skills in assessing and
providing feedback to others, and also
equips them with skills to self-assess and
improve their own work.

4. BENEFITS OF PA
When properly implemented, PA can have numerous benefits for students and instructors.
Students:
critically reflect on their own work by engaging
with the assessment criteria as they provide
feedback on
peers’ work and by considering their peers’
alternate approaches to the assignment;
learn to provide feedback in a constructive
manner
receive feedback on drafts, and can revise and
improve their work;
develop assessment skills for future
academic and post-university work
receive more feedback than when
instructors are the only ones providing it
reflect on and adopt discipline-specific
practices

5. CHALLENGES OF PA
PA can also pose challenges:
Students may not
be able to provide
meaningful
feedback unless
they have proper
guidance
Students may feel
uneasy about
assessing their peers
or may not trust that
their peers are able
to assess them
Students may
have had
negative
experiences
with PA, thus
limiting their
buy-in
Properly
implementing PA can
be a time-consuming
endeavour for both
students and
instructors, especially
the first few times.
Students may not take
the feedback
assignment seriously
because they may be
unaware of how much
time is involved in
providing feedback

6. WHERE DOES THE PA ACTIVITY TAKE
PLACE?
PA can be implemented in different settings:

7. THE FOLLOWING IMAGES ILLUSTRATE
VARIOUS FEEDBACK DIRECTIONS. DETAILED
EXAMPLE DESCRIPTIONS APPEAR IN THE
APPENDIX.

8. ARE THE PA ASSIGNMENTS GRADED?
PA assignments can be graded in different ways:
The instructor grades students’ feedback, either for quality
or simply for completion.
 Peers grade each other’s work.
 A combination of instructor and peer grading is used.
 Peers submit a grade which the instructor can override.

9. EXAMPLES OF PEER
ASSESSMENT
ACTIVITIES
(FORMATIVE AND
SUMMATIVE)
TABLE 1. TOOLS AND
RESOURCES FOR PEER
ASSESSMENT

10. CONCLUSION
• Peer-assessment can dramatically reduce the marking load
on academic staff and allow them to devote their time to
other aspects of teaching and learning. It can also free up
time to enable them to manage the peer assessment process
itself more effectively. Successful peer learning and
assessment requires both effective implementation and
management. It should be a purposeful and systematic
approach integrated into course/module design that
supports student learning and skill development.

11. THANK YOU FOR YOUR
ATTENTION!