General advice

As with anything outside of the ordinary, Race, Brown and Smith (2005) suggest:

1. Introduce it gradually
2. Keep everyone in the picture – tell everyone what you are doing and why
3. Provide mark-free rehearsal opportunities – provides practice, plus builds confidence
4. Provide or negotiate clear assessment criteria – unambiguous and explicit, justifiable
5. Make peer assessment marks meaningful – small proportion of final grade
6. Moderate peer assessment - overview marks for fairness, possible for appeal
7. Keep it simple – avoid complicated addition or averaging
8. Involve students in assessment criteria – generating criteria and weightings
9. Allow time – students will take longer than you to assess
10. Monitor student achievement – review for reliability and validity, as you do your own marking