Avoiding pitfalls of peer assessment

This paper describes an investigation of web-based peer assessment undertaken by undergraduate students. The study endeavours to offer reasons for low levels of participation and suggest means for improving levels of engagement in peer-review processes. Results are based on formative peer assessments and a follow-up questionnaire completed by 36 computing students. The paper discusses the potential limitations of the teaching methods and technologies used. Results highlight the importance of: (1) formally supporting peer-review activity during inclass sessions; (2) providing a mechanism for anonymous participation; and (3) allocating marks for increasing student participation in the peer-review process