Peer and self assessment of group work: developing an effective response to increased enrolment in a third‐year course in microclimatology

Abstract In order to manage increased enrolment in a third‐year course in microclimatology, group work was introduced with seminar presentations and term papers. A peer‐ and self‐assessment strategy was developed that provided individual group members the opportunity to appraise their own and partners’ performance. The course instructor worked with an adviser from the university's educational development unit throughout the term to develop and critique the technique for this class. The techniques used, collaboration with the educational development unit, and student responses are described and explored within the context of an action‐based research project. Students indicated that the group work was a valuable and enjoyable learning experience which helped them to develop skills in independent research, collaboration and communication. The ‘zero‐sum’ assessment technique used in the course did help the instructor make a more accurate assessment of student performance in groups. Most students appreciated the use of self and peer assessment and believed it was used appropriately. The primary recommendation is to make the process as inclusive and participatory as possible. It is concluded that a ‘zero‐sum’ approach to self and peer assessment of group work is effective, and that a collaborative approach to educational development can be a positive experience that ultimately benefits students.