Media Creators: A collection of video case studies about peer assessment in Higher Education

Video case studies from Oregon, Nottingham, Reading, UCA and UCL about peer assessment:

Students do not always fully understand what kind of feedback they are required to provide.
Students may want to support and compliment their peers and feel uncomfortable making constructive suggestions, fearing that they may be interpreted as criticism.
Reluctance to provide feedback to friends
Feedback may be inconsistent.
It can generate a lot of extra paperwork

Students tend to be mark focused. The students' focus tends to move from the mark to the feedback as they become providers as well as recipients of the feedback.
Peer assessment provides the opportunity to provide more rapid feedback in large groups and also increases the amount of feedback each student receives.
Students are able to see examples of the work of their peers, which is something they do not normally have chance to do.
Provides an insight into the examiner experience.
Helps students to reflect on how they answer questions.
Helps students to understand the mark scheme more clearly which can lead to a better understanding of the meaning of the marking criteria and encourage them to deploy new strategies to their assessed work themselves.
The process of reviewing the work of others helps students understand what is considered good work and why, thereby increasing their ability to achieve.
It develops students' ability to construct feedback
It enhances students’ active engagement with their studies.
It augments students’ disciplinary understanding since peer feedback invariably requires explanation and justification.