Peer Assessment: the participants’ perception of two activities on a further education teacher education course

Abstract

Abstract This article reports on two activities using peer assessment with mature, in‐service students taking a Certificate/Post‐Graduate Certificate in Education (Post‐16) course within a Higher Education Institution. The article discusses advantages of peer assessment in institutions with increasing numbers of students and the importance of positive student reaction for the success of these activities. As the course uses competences, which are not graded, this work is based on student evaluations which are used to analyse their responses to, and opinions of, the peer activities. The students in this group were largely positive in their reaction to the activities although some aspects for future development were shown and these are discussed in the article.