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Week 6: Reflection, Peer Review and Assessment

Page history last edited by Belinda Child 3 months, 3 weeks ago

Self and Peer Assessment is a vital part of the learning process because it encourages development of reflective and critical analytical skills. It can also inspire critical thought by deepening your contemplation of learning outcomes and assessment criteria. The role of peer review is arguably the distinguishing feature between university level and lower ‘ranks’ of education – you probably know this already due to the importance your undergraduate course gives to peer reviewed academic journals.  The educational benefits of students’ peer assessing the work of their colleagues have been considered for at least twenty years (Falchikov, 1994). It has now progressed to a point where self and peer assessment can provide a high impact educational practice (Kuh, 2008) or what Nichol (2010) calls a high-impact assessment and feedback activity. The development of self-regulation and the ability to judge the work of others are qualities highly ranked by employers.


This task provides you with the opportunity to undertake both forms of assessment.


Task Four Individual Submission – 250 words (1st April 2020)


Individual submission - 250 words in total


This is a reflective task of 250 words that comprises two equal parts:


(a) You are required to peer assess the contributions from your UK team for each of the first three tasks. You must nominate your two favourite contributions from your UK team for any of the three preceding tasks, and the contributions they have made in respect of their collaboration with your team. The reasons for your nominations must be explained here.


(b) An account of what you believe you have learnt from the project. Have your perceptions of responses to crime related problems changed? If so, how?



Assessment Criteria for All Tasks

The following assessment criteria should be used to guide you in these four tasks:

Very Poor Fail


No convincing evidence of attainment of any learning outcomes.

Poor Fail


Appreciably deficient in respect of nearly all learning outcomes, with irrelevant use of materials and incomplete and flawed explanations.



Attainment of learning outcomes appreciably deficient in critical respects, lacking a secure basis in relevant factual and analytical dimensions.

Marginal Fail


A student has not met all the learning outcomes of the assessment with only basic knowledge of key concepts and theories and weaknesses in understanding. There is little or no recognition of the complexity of the subject. Work is largely descriptive and uncritical with some unsubstantiated assertion. Analysis is minimal or contradictory.


D+, D, D-

A student has substantially met each of the LOs of the assessment with evidence of knowledge & understanding of key concepts and theories including basic recognition of the complexity of the subject. The work is in the most part descriptive rather than based on argument and logical reasoning. Task One Part (a) requires the expression of your perceptions of the USA in regard to one of the four highlighted points. So you must write what you know (or imagine) to be either its relationships between law and politics or its use of legal and lay actors in delivering justice or its levels of leniency or degrees of delay? The sources you believe to have influenced your perceptions must be identified; for example which textbooks, journals, online resources, films, televisions, newspapers etc. do you think has shaped your views? In Task One Part (b) you will provide a competent description of how your chosen point applies in England & Wales.

Tasks Two and Three will have incomplete answers such as those biased towards the student’s country of residence or with a lack of awareness with the relevant academic literature.

A pass will be given for Task Four when its instructions have been accurately completed and there is some evidence of the nominations demonstrating awareness of the project’s rationale.


C+, C, C-

A student will meet the learning outcomes of the assessment with evidence of detailed knowledge and understanding of key concepts and theories. This will include awareness of the conflicting opinions and provisional nature of knowledge in the project’s areas of inquiry. The work will show evidence of a general critical approach using individual judgement and reflection although there will be some limitation in the ability to conceptualise and/or apply theory.

The work will also show evidence that the student can act without guidance in the identification of complex problems and can apply knowledge and skills to their resolution.


B+, B, B-

A student will meet the learning outcomes of the assessment with evidence of comprehensive and up-to-date knowledge. A good level of understanding for the project’s concepts and theories and their interrelationships will be displayed. There will be awareness of how aspects of the issues investigated by the project are uncertain, contradictory or limited. The work will adopt a critical approach by using a breadth of evidence, reasoning and reflection.

The work will also show evidence that the student can act confidently and autonomously in the identification and definition of complex problems and select, justify and use approaches aimed at their resolution


A+, A, A-

This grade will be awarded when the student provides detailed knowledge and understanding of the project’s key concepts and theories.  The work will show an in-depth appreciation of how knowledge for the project’s selected aspects is uncertain, contradictory or limited. A well-sustained critical approach will be taken that uses a breadth of evidence, reasoning and reflection.

Evidence of a mature and independent approach to problem solving will be provided. For a grade of A+ student’s work should meet all the requirements above with evidence of exceptional scholarship including critical evaluation and synthesis of issues and information that generates originality and challenges existing approaches.





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