Student partnership in assessment: the power of peer review with ChallengeMe
Students have an important role to play in empowering their assessment and feedback processes. Rennes School of Business uses ‘Challengeme’ in order to make the grading process an interactive exchange.
Students have an important role to play in empowering their assessment and feedback processes. While students have a considerable influence on grading, a global trend is emerging whereby students are playing a more active role in the assessment and feedback processes”. (Bovill & Bulley, 2011). As Evans (2016, p2) highlights, “students come to co-own their programmes with lecturers and see themselves as active contributors to the assessment feedback process rather than seeing assessment as something that is done to them”. Involving students as partners in the assessment process helps develop assessment literacy, supports student engagement, and recognises students’ agency and expertise in their learning. Moreover, it helps support academic integrity and universal design for learning. Technology can play a key role in facilitating assessment partnerships between educators and students.
By adopting a test-and-learn approach, we explore and gain insights from a digital tool incorporating peer assessment. At Rennes School of Business, we have used ChallengeMe since 2021, an innovative platform that enhances students’ critical thinking by actively involving them in the learning process through constructive feedback, with the solution being directly integrated into Moodle!
Impressive Usage Figures
69 challenges were launched in 2023, with a total of 2,580 students using the platform. 33 professors at Rennes SB have managed or co-managed a ChallengeMe activity, reflecting a growing recognition of its potential to enhance teaching and learning experiences.
Peer-Assessment as perceived by students and professors
Peer assessment, as defined by research, involves students evaluating the work of their peers against set criteria. This practice not only cultivates critical thinking and reflective skills but also nurtures a sense of responsibility and accountability among learners. Studies have highlighted that training students in providing feedback, and in peer review skills in general, improves the quality of the feedback and, therefore, the quality of the final version of the product being reviewed (Saito, 2008 ; Min, 2006; Hu, 2005; Sluijsmans and Prins, 2006).
The perspectives of participants in peer assessment have been sought in almost all studies that have experimented with peer assessment. Some studies have reported overall positive perceptions of students about being involved in peer assessment (McLaughlin & Simpson, 2004; Saito & Fujita, 2004; Wen, Tsai, & Chang, 2006; Wen & Tsai, 2006; Kwok, 2008; Wood & Kurzel, 2008; Xiao &Lucking, 2008; McGarr & Clifford, 2013). Some students believe that engaging in peer-assessment tasks is productive and enables students to have an objective view of how teachers assess students (Hanrahan &Isaacs, 2001). Other advantages of peer assessment as perceived by some students include increased responsibility for others and improved learning (Papinczak, Young, & Groves,2007).
At Rennes School of Business, professors have embraced ChallengeMe, sharing their experiences and insights on how the platform has revolutionised their assessment practices.
Dieter Vanwallegem, Professor in the Finance & Accounting Department, expresses satisfaction with ChallengeMe, noting its ability to facilitate confidential peer evaluations. While engagement levels in his course remained consistent, he emphasises the platform’s potential as a valuable assessment tool.
Vanja Radosavljevic, Professor in the Management & Organisation department, highlights ChallengeMe’s role in mitigating social loafing issues within group assessments. Through structured peer evaluations, the platform ensures fair mark distribution, addressing students’ concerns and fostering a collaborative learning environment.
Jennifer Ramsay, Professor in the Marketing Department, shares her approach to integrating ChallengeMe into group projects, emphasising its efficacy in rewarding individual effort and promoting critical reflection. Despite logistical challenges, she acknowledges the platform’s positive impact on student engagement and learning outcomes.
Unlock New Assessment Possibilities
For professors yet to explore the benefits of ChallengeMe, the invitation stands open. Take the leap and discover a new dimension of assessment practices. Contact the ILI team via the Service Center for guidance and support in implementing ChallengeMe in your courses.
In conclusion, ChallengeMe emerges as more than just a platform; it embodies a transformative approach to assessment, empowering professors to foster collaborative learning environments and enhance student engagement and outcomes.
References
- Students as Partners in Assessment (SaPiA). (s. d.). Dublin City University. https://www.dcu.ie/teu/sapia
- National Forum. (2023, 5 décembre). Students as Partners – National Resource Hub. National Resource Hub. https://hub.teachingandlearning.ie/resource/students-as-partners/
- Ashenafi, M. M. (2015). Peer-assessment in higher education – twenty-first-century practices, challenges and the way forward. Assessment & Evaluation In Higher Education, 42(2), 226‑251. https://doi.org/10.1080/02602938.2015.1100711
