Peer assessment in first year undergraduate students.

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Matthew Oates

La Trobe University

The Faculty of Health Sciences at La Trobe University has implemented a programme of curriculum renewal and redesign. As part of its new Bachelor/Master double degree structure students will enter a new Common First Year in 2009. Approximately, 1500 students from ten disciplines will complete seven common units. An enquiry-based learning approach has been adopted for the common first year and all subsequent years of courses in the faculty. Peer review and assessment is viewed as a critical element of independent learning and a valuable skill for health and human service professionals.

In 2009, the Faculty is considering the use of two forms of peer assessment:

1. Moderation of group work using software to allow students to assess the contribution and participation of group members in the completion of group tasks.
2. The use of calibrated peer review to allow students to peer assess the written essay work of other students.

This project trialled both forms of peer assessment in a first year undergraduate podiatry subject. The project investigated the experience of students in using these forms of peer assessment with a view to make recommendations to the Faculty as it develops its Common First Year program.