Student and teacher learning as a result of developing peer assessment criteria for mathematical tasks

The idea of involving students in the assessment process has recently taken a prominent place in education. Research suggests that peer assessment in which the students define assessment criteria and assign value enhances learning. The study presented herein is part of an ongoing research project being conducted at a pre-academic course at a technological university in which students are tasked with developing and applying criteria for grading mathematical exercises. The aim of the study is to explore the potential of incorporating such peer assessment into learning mathematics. We also investigate the teacher’s reflections regarding such a peer assessment activity. The findings suggest that when students are actively involved in developing criteria and use them to grade other students’ work, they see ‘behind the scenes’ of the mathematical problem, which improves their understanding. The findings also suggest that the teacher’s reflection on the process helps better refocus on lesson plans.