Peer Assessment as a Teaching and Learning Process: The Observations and Reflections of Three Facilitators on a First-Year Undergraduate Critical Skills Module


  • Sharon Tighe-Mooney Maynooth University
  • Meliosa Bracken Maynooth University
  • Barbara Dignam Maynooth University


Peer assessment, critical skills, learning to learn, reflective practice, assessment in Higher Education


This article reflects on the experiences and observations of three facilitators as they facilitated first-year undergraduate students in a peer assessment exercise. The peer assessment exercise in question is an integral part of the new Critical Skills module developed by Maynooth University and the focus of this article is on the facilitators’ reflections of how this assessment approach succeeded in terms of intended and unintended learning outcomes. The learning outcomes are explored using four categories developed by Boud, Cohen and Sampson (1999) – Team-work and Collaboration; Critical Enquiry; Communication Skills and Learning to Learn. The article also includes reflections on certain challenges and concerns that arose and bear consideration when adopting peer assessment as a teaching and learning strategy.

Author Biographies

Sharon Tighe-Mooney, Maynooth University

Centre for Teaching and Learning

Meliosa Bracken, Maynooth University

Hume Scholar and PhD Candidate, Department of Adult and Community Education

Barbara Dignam, Maynooth University

Music Department