‘I’m not here to learn how to mark someone else’s stuff’

an investigation of an online peer-to-peer review workshop tool

Michael John Wilson*, Ming Ming Diao, Leon Huang

*Corresponding author for this work

    Research output: Contribution to journalArticle

    17 Citations (Scopus)


    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.

    Original languageEnglish
    Pages (from-to)15-32
    Number of pages18
    JournalAssessment and Evaluation in Higher Education
    Issue number1
    Publication statusPublished - 2 Jan 2015


    • fairness
    • Moodle
    • online
    • peer assessment
    • peer review

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