Peer-and self-marking can be used as tools to engage students and provide immediate feedback. This study aimed to evaluate the impact of peer- and self-marking of a formative assessment on performance in a first year biochemistry module.
Level 4 Life Science and Biomedical students (n=458) were assigned to either peer- or self-mark a formative assignment about enzyme kinetics. Subsequent performance on a summative enzyme kinetic assignment was compared to the previous year’s cohort who had not used formative assessment and had had a tutor lead session to prepare for the summative assessment; mean marks significantly increased from 52.6 ± 24.4 % (n=478; 2014) to 61.6 ± 24.6 % (n=458; 2015), p<0.0001 by unpaired t-test.
Students completed a short survey using Likert-type responses, they reported that the peer-or self-marking exercise had improved understanding. Peer- but not self-marking would be a beneficial tool for further formative assessments.