ABSTRACT
As has been mentioned already, peer assessment works at its best when students own the assessment criteria. Furthermore, it is important that the criteria are clearly understood by all the students, and that their understanding is shared. The best way of developing a set of good criteria is to involve the students in the process from the outset. It is crucial not to put words in students’ mouths during this process, otherwise the assessment agenda can revert to academic terminology that students don’t understand. The following processes can be used to generate a set of peer assessment criteria ‘from scratch’.
