Posted in September 2022

Using peer assessment in inclusive digital education

Article written by G. Saunders-Smits, G. van Helden, V. van der Werf, M. M. Specht and published in the Proceedings of the 50th Annual Conference Universitat Politècnica de Catalunya · BarcelonaTech (UPC).


This workshop is part of the ERASMUS+ project: RAPIDE: on Relevant Assessment and pedagogies for Inclusive Digital Education ( and is open to anyone who is interested in implementing or improving peer assessment in their courses. At the end of the workshop, participants will be able to make an informed decision on a suitable form of Peer Assessment for their courses. Over the past few years, many of us have faced operating in a frequently changing teaching environment which has made evaluating and assessing students’ learning outcomes and more importantly giving students feedback on their learning much more complicated. One pedagogical tool that has been increasingly used is that of peer assessments where students give each other feedback and assess each other’s work. In this workshop, participants will be introduced to many different types of peer assessment that can be used in engineering education, such as peer reviewing (each other’s work), peer grading(continuous feedback on mastery), and peer evaluation (group work) whether face-to-face, hybrid or in a fully online environment and how to do so in an inclusive way thus maintaining the important safe place that education should be. Participants will then in small groups discuss what types of peer evaluations they use or want to use in their courses and brainstorm on ideas for implementation in their own specific case or for one of the general cases that the facilitators will have available. At the end of the workshop participants will present their main findings back to the whole group so that they may also learn from each other. We aim for participants to leave feeling inspired at the end of the workshop to implement or improve peer assessment in their own courses. The aggregated main findings and ideas contrived in the workshop on how to implement peer assessment will also be shared with a wider audience through the conference proceedings and the RAPIDE project website.


Focus groups, course design, team based learning, project based learning, learning technology


Saunders-Smits, G., van Helden, G., van der Werf, V., & Specht, M. M. (2022). USING PEER ASSESSMENT IN INCLUSIVE DIGITAL EDUCATION. In H-M. Jarvinen, S. Silvestre, A. Llorens, & B. V. Nagy (Eds.), Proceedings of the 50th Annual Conference Universitat Politècnica de Catalunya · BarcelonaTech (UPC) (pp. 2305-2308). (SEFI 2022 – 50th Annual Conference of the European Society for Engineering Education, Proceedings).


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