MULTI-METHOD ANALYSIS OF ON-LINE PEER REVIEW & SELF-ASSESSMENT

Background: Timely feedback is particularly impactful for students as they transition to assessment in higher education. But large cohorts, typically found within first year subjects, may make the provision of such feedback challenging for the lecturer. In these cases, self-assessment and peer feedback are appropriate strategies since they can help students monitor learning while also fostering a sense of belonging. As such, investigation is warranted for offering these opportunities to students at scale.Aims: In this study we aim to document the impact of a low-stakes peer feedback and self-assessment initiative within a large-cohort first year university subject.Methods and Sample: Quantitative data including learning analytics and assessment results were collected from a cohort of over 1,200 first year finance students at a leading Australian university. Analysis of that data was complemented by a student survey.Results: Participation rates were high in all the self-assessment and peer feedback tasks, with the vast majority of students doing more than required to receive full marks. Overall, students perceived self-assessment to be the most beneficial activity, followed by assessing the work of others. While reviewing feedback offered from peers was considered least beneficial. The data also indicated that engagement with these activities had a positive effect on learning outcomes even after controlling for student aptitude.Conclusion: These findings speak to the academic benefits of combining peer feedback and self-assessment. They also underscore the theoretical role of motivational factors including student autonomy, competence, and a sense of social support within the first-year curriculum.