A mathematics peer assessment process for flexible modes of delivery

Educators have experienced significant challenges managing assessment processes over the last two years, particularly when converting in-person interactive and groupbased activities to an online format. This was of immediate concern during the initial stage of the Covid-19 pandemic, when interim measures for online assessment were introduced rapidly without the benefit of prior planning and design. As we emerge from the emergency phase of the pandemic, it appears there will be lasting changes to delivery and assessment in higher education, involving more hybrid and blended solutions. This paper discusses how an on-campus peer feedback assessment process for mathematics has been converted to a digital format to facilitate flexible modes of delivery either on-campus or online. A weekly paper-based peer-feedback process had been previously established in our large (150+) first-year engineering mathematics class. The new process involves weekly submission of work through the university Learning Management System (LMS), Canvas, which is peer marked by students using model video solutions for selected questions. Students complete a rubric and provide comments. After each session, students complete a reflective journal, considering their work over the week and the comments they have received. Engagement with the new flexible process has been shown to be comparable to the old system, while the quality of feedback given to peers in the online process is superior to those provided in the paper-based system. The system has been shown to be robust when rapid changes in delivery modes occur.