Assessment is an important part of the learning cycle, and no activity is more important to students than assessment, within individual or in group scenarios. However, group work is often contentious, and according to Willey (2011) a common student response to group work is that group projects ‘aren’t fair’. There are various approaches that educators employ to ensure that group work is fair, one of which is to utilize a tool or some form of technology to complement the process (Race, 2015 ). One way in which to assess group work more accurately is to introduce a peer review element. Peer review enables a much needed space for peers to offer feedback on the participation and contribution of their peers within a group activity and according to Race (2015), peer review is useful to get students to make judgements on their own work and fully understand what is required of them (Race, 2015 ).
However, peer assessment is not a straightforward or labour less task and it is important to ensure that the right conditions are met in order to maximise the learning benefit for the students involved- in short, picking the right tool for the job.
The poster presentation will highlight the need for specific peer review tools for certain teaching and learning activities, predominantly those which are not based on a formal hand-in of a physical artefact. It will then explore the peer review tool Spark plus and the problems and pitfalls of supporting the use of this tool with academics/students.
Race, P. (2015) The Lecturer’s Toolkit: 4th Edition, London: Routledge
Willey, K. (2011) Spark Plus: Self and Peer Assessment Resource Kit. University of Technology, Sydney. [ONLINE] Available at: http://spark.uts.edu.au/index.php?option=com_content&view=article&id=17&Itemid=6. [Accessed 18 March 16].