Learning through peer assessment: Student perceptions before and after participation

This study aims to find out how students perceive the usefulness of peer assessment for learning in the context of reading circle discussions in higher education before and after participation, and furthermore reflect which factors related to the implementation of the peer assessment promoted or hindered learning. Results compare student expectations and experiences of peer assessment and furthermore show that majority of students both expected and found the peer review process to be useful or very useful. The clear evaluation matrix and iterative nature of peer assessment supported learning. Receiving and giving feedback helped students in analysing and reflecting on their own activities. Overall, the peer assessment seemed to support the analytical and critical approach among students and enhance their self-knowledge. At the same time, the results highlight areas for development in the peer assessment practices that could further promote learning by raising the level of given peer feedback. These development areas are rater training, course incentives for high-quality feedback, and the emphasis on the learning benefits of giving feedback.