Once upon a time, grading a student’s work seemed to achieve its intended goal. It began as an equilateral assessment tool to encourage students to learn and master given material. However, that module was also privy to subjection, systematic pressure and increasing awareness of learning differentials.

In other words, old school grades in higher education worked for some, but not enough for all. As blended learning continues to dominate the curricular landscape, the need for a fresher approach toward determining mastery of skills becomes imminent. So, how can this be done? A simple solution is changing who does the grading.

Peer grading has impressive potential for becoming an effective assessment tool for several reasons:

• It teaches students equivocal responsibility.
• It encourages honesty and integrity
• It sharpens critical thinking and judgment
• It facilitates constructive communication

Higher education is the learning realm where students began to apply what it means to be peers in an astutely professional sense. Peer grading is an excellent forum to establish a fair system for assessment and to put the aforementioned benefits into practice. There is also an inherent balance within knowing that the person you are grading will grade you, too. It is a subtle, yet proactive push toward peer consideration, development, and sensitivity. Of course, it is also a less biased way toward scoring assignments.

For more information about the current state of grades in higher education and blended learning systems, contact us at Labyrinth Learning.

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