EXPLORING PEER ASSESSMENT IN UNDERGRADUATE ESSAY WRITING: CHEMISTRY MODULE STUDY

Abstract

This article reports on a study that investigates the impact of peer assessment on undergraduate students\u27 understanding of essay writing criteria within the Chemistry Molecules in Action module. The study involved 44 first-year undergraduate students from diverse academic backgrounds who participated in a formative activity for which they wrote a 700-word essay on a specific topic and assessed two essays from their peers. The research aimed to examine student perceptions of peer assessment as a tool for enhancing essay writing skills, collaborative work, and the ability to provide constructive feedback and engage critically with peers\u27 essays. Data collection included an anonymous online survey distributed to all module students, focusing on the effectiveness, challenges, and benefits of peer assessment. The findings provide insights into diverse perspectives on the efficacy of peer feedback and anticipated challenges, highlighting the importance of tailored support and resources to foster a supportive peer assessment environment. These findings contribute to ongoing discussions on the efficacy of peer assessment and pedagogical enhancement strategies in higher education