Teaching and Learning Conference 2019: Verbal peer-assessment and feedback as an economical tool for understanding assessment criteria

Students undergoing a transition into different education systems are typically unfamiliar with some assessment types and the associated criteria used to evaluate their learning. In this case otherwise outstanding students appear to underperform. Thus the outcome of assessments may not be indicative of the true performance of affected students. This could undermine student learning as students become dissatisfied losing interest and inspiration for that matter. The present study proposes a practical and interdisciplinary teaching approach to address this problem and shows evidence of its effectiveness.