The student experience of peer-feedback and peer-assessment

The student experience of peer-feedback and peer-assessment

Lucy McDonald, supervised by Pam Birtill and Jenny Brady

About the student researcher

My name is Lucy and I have recently graduated from the University of Leeds with a degree in Philosophy. I am thrilled to be able to contribute research to the crucial topic of the student experience of peer-assessment and peer-feedback in higher education, particularly focusing on the experiences of disabled students. During my degree, I worked for the Faculty of Arts, Humanities and Cultures creating "How to Thrive" Guides - resources that aim to enhance the student experience and demystify the barriers and challenges that many students face. I am passionate about using philosophy as a tool to drive positive change; whether this is through policy making, criticising pervasive and problematic systems or generally for self-help purposes. As such, my passion for philosophy and bettering the student experience means I am able to offer insights into this project that will analyse inclusive peer-assessment and -feedback in a unique yet important way.

Project overview

My research examines the peer-assessment and peer-feedback experiences of students, with a particular focus on disabled students. Peer assessment is viewed as an authentic form of assessment, a valuable tool for enhancing academic literacy, developing evaluative judgement and the massification of education. However, these practices may not be equally accessible or beneficial for all students. Moriña & Biagotti (2021) highlight that self-advocacy, self-awareness, and self-esteem are crucial for the progression and success of students with disabilities in higher education. Yet, disabled students have reported receiving ableist feedback, which is likely to hinder their progress. My contention is that a "top-down" approach where educators empower disabled students through recognising agency and celebrating epistemic diversity within the classroom will improve experiences of peer-assessment for all students. This process begins with accessible design, through which disabled students have the opportunity to demonstrate their agency; but there must be a commitment from educators and peers to make this the case.

If you are interested in finding out about the project findings, please contact the project supervisor.