‘I’m not here to learn how to mark someone else’s stuff’: an investigation of an online peer-to-peer review workshop tool

Wilson, Michael John; Diao, Ming Ming; Huang, Leon

doi:10.1080/02602938.2014.881980

Cited by 59Student Assessment and FeedbackEvaluation of Teaching PracticesHigher Education Practises and Engagement

‘I’m not here to learn how to mark someone else’s stuff’: an investigation of an online peer-to-peer review workshop tool

Wilson, Michael John, Diao, Ming Ming, Huang, Leon·2015·Assessment & Evaluation in Higher Education

DOI 10.1080/02602938.2014.881980

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Abstract

In this article, we explore the intersecting concepts of fairness, trust and temporality in relation to the implementation of an online peer-to-peer review Moodle Workshop tool at a Sydney metropolitan university. Drawing on qualitative interviews with unit convenors and online surveys of students using the Workshop tool, we seek to highlight a complex array of attitudes, both varied and contested, towards online peer assessment. In particular, we seek to untangle convenors’ positive appraisal of the Workshop tool as a method of encouraging ‘meta-cognitive’ skills, and student perceptions relating to the redistribution of staff marking workload vis-à-vis the peer review tool as ‘unfair’, ‘time-consuming’ and ‘unprofessional’. While the Workshop tool represents an innovative approach to the development of students’ meta-cognitive attributes, the competitive atmosphere that circulates, and is quietly encouraged, within the tertiary education sector limits the true collaborative pedagogical potential and capacities approach built into peer-to-peer review initiatives like the Workshop tool.

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Students tend to view online peer assessment as time-consuming work.
“Previous research shows that students tend to view online peer assessment as time-consuming work (Wilson et al., 2015).”
From Does anonymity matter? Examining quality of online peer assessment and students' attitudes (2020) · cites this paper as Wilson et al., 2015
Peer review and feedback were generally accepted as helping to develop students' meta-cognitive skills relating to critical reflection.
“Peer review and feedback were generally accepted as helping to develop students’ meta-cognitive skills relating to critical reflection (Wilson et al., 2015).”
From A systematic review on trends in using Moodle for teaching and learning (2022) · cites this paper as Wilson et al., 2015
Qualitative studies show that students and staff have divided opinions regarding the "workshop" tool for peer assessment.
“However, qualitative studies show that students and staff have divided opinions regarding the “workshop” tool for peer assessment (Divjak & Maretić, 2017; Dolezal et al., 2018; Wilson et al., 2015).”
From A systematic review on trends in using Moodle for teaching and learning (2022) · cites this paper as Wilson et al., 2015
In studies that have used peer assessments to allow students to grade their peers, some students reported the peer assessment method as "unfair" and "unprofessional".
“In studies that have used peer assessments to allow students to grade their peers, some students reported the peer assessment method as “unfair and “unprofessional” (Divjak & Maretić, 2017; Dolezal et al., 2018; Wilson et al., 2015).”
From A systematic review on trends in using Moodle for teaching and learning (2022) · cites this paper as Wilson et al., 2015
While students agree with a limited number of peer assessments, staff experience an increase or no decrease in their marking workload.
“While students agree with a limited number of peer assessments, staff experience an increase or no decrease in their marking workload (Wilson et al., 2015).”
From A systematic review on trends in using Moodle for teaching and learning (2022) · cites this paper as Wilson et al., 2015

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Authors: Wilson, M. J., Diao, M. M., & Huang, L.
Affiliations: Macquarie University (AU)
The University of Sydney (AU)
Corresponding author: Wilson, Michael John
ORCID: Wilson, Michael John
Huang, Leon
Venue: Assessment & Evaluation in Higher Education
Publisher: Informa UK Limited
Published: 2014-01-28
Volume: 40
Issue: 1
Pages: 15-32
ISSN: 0260-2938 (ISSN-L)
1469-297X
DOI: 10.1080/02602938.2014.881980
OpenAlex: W2063873668
Cited by: 59
References: 47
Citations by year: 2026: 3 · 2025: 6 · 2024: 3 · 2023: 7 · 2022: 6 · 2021: 7 · 2020: 8 · 2019: 6 · 2018: 5 · 2017: 5 · 2016: 2 · 2015: 1
FWCI: 13.67
Type: journal article
Language: en
Open access: closed
Locations: Assessment & Evaluation in Higher Education (publishedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Education › Evaluation of Teaching Practices
Social Sciences › Education › Higher Education Practises and Engagement
Keywords: online peer assessment, fairness, trust, temporality, metacognitive skills, student perceptions, cooperative learning, higher education

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‘I’m not here to learn how to mark someone else’s stuff’: an investigation of an online peer-to-peer review workshop tool

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