Outcomes of synergetic peer assessment: First-year experience

Paula Hodgson, Kitty Chan, Yat Wa Justina Liu

Research output: Journal article publicationJournal articleAcademic researchpeer-review

7 Citations (Scopus)


Active participation in learning activities and reviewing assessment activity can facilitate learners engaged in these processes. This case study reports student experiences of the process of peer assessment with teacher guidance in a group project for a first-year nursing course with 153 students. Twenty groups of students were assigned roles in exploring one of the two scenarios: one involved analysing diabetes mellitus and the other considered colorectal carcinoma, in each case covering provision of acute nursing care in hospitals and preparing health promotion strategies in a community. Each group also provided comments to the group that worked on the other scenario, based on prearranged assessment criteria. After receiving comments from their peer group, each group was then allowed to revise their drafts prior to final submission. The teacher's input would be offered, if the peer feedback was inaccurate or insufficient. A survey was conducted to explore the learning experiences, and three semi-structured focus group interviews were conducted to triangulate findings with the survey. The first-year students expressed the need for both peer feedback and the lecturer's direct guidance.
Original languageEnglish
Pages (from-to)168-178
Number of pages11
JournalAssessment and Evaluation in Higher Education
Issue number2
Publication statusPublished - 1 Jan 2014


  • assessment experience
  • guided discovery
  • higher education
  • nursing student
  • peer assessment

ASJC Scopus subject areas

  • Education


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