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Publication Detail
Peer review for skills teaching: Resistance, Rules and Rubrics
Abstract
Students, especially those who are new to university, tend to resist peer-marking because they mistrust both themselves and their colleagues. If the topic at hand is seen as in any way subjective (e.g. evaluation of writing rather than marking of facts), then this resistance can become problematic. We use peer-review in a course on Design and Professional Skills that is part of all first-year engineering programmes at UCL. By definition, our students are chosen for their ability in maths and science: not communication, teamwork, ethics, or any of the other topics we teach. The fact that they know they’re in a mixed-ability class in this respect should make peer-review even less appealing to them. Nevertheless, through careful use of rules and rubrics, we have designed and implemented our peer-review process in such a way that our students have been able to appreciate the benefits of both doing the marking and receiving the feedback. In this presentation, we will discuss the kinds of rules that we believe have aided student acceptance, share our experience of what works in the design and use of rubrics in Moodle Workshop, and present the results of a survey we conducted on our class of 725 (with 405 respondents) to gauge perceived benefits.
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Dept of Biochemical Engineering
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