Peer assessment in creative arts subjects: Descriptors of quality developed in collaboration with students to assist peer assessment

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Lotte Latukefu

University of Wollongong

In 2008, as part of an ongoing development of a learning model for singing using socio cultural theories, peer assessment was introduced into the undergraduate singing course. The aim was to encourage students to become self-regulated learners capable of continuing with their learning after graduation (Falchikov, 2007). The project also investigated the kind of support needed to successfully integrate peer assessment into creative arts subjects.

Descriptors of quality were adapted by student focus groups from a model developed by staff at QUT (Thomas & Millard, 2006) and included technical, interpretative and professional descriptions as well as qualitative judgements.