Breaking barriers in assessment: peer-based assessment in (Higher) education

Abstract

Assessment is arguably one of the key issues in any educational setting. Within the context of assessment, an area that has been the subject of various debates is that of peer-based forms of assessment. Information and Communication Technologies (ICT) together with social networks have provided teachers and learners with a myriad of opportunities to facilitate peer-based assessment initiatives. This study looks at an ongoing research exercise being carried out at undergraduate level and explores the challenges that both academic educators and learners face when endeavouring in such an exercise. Various factors come into play. If engaging in an ICT-based setup, the ICT skills of both teachers and learners need to be looked into. However, the attitudes of both academic educators and learners need to be examined carefully. As the research participants pointed out, assessment is hard work and requires focus. The question both academics and learners ask is: ‘How trustworthy is peer-based assessment?’