The blind leading the blind? Filling the knowledge gap by student peer assessment

Abstract

Prior knowledge in certain mathematical topics is essential for fundamental understanding of most STEM subjects, and closing the gap from secondary education is a prerequisite for success. The teacher's dilemma in higher education is the time dedicated to teaching secondary level maths versus the course's actual curriculum. To close the knowledge gap for a group of PhD students at the Faculty of Health Sciences at UiT, they were given a set of exercises to solve at home, and then did peer assessment in groups in the classroom. <p>

<p>This contribution presents pros and cons of active learning in the form of cooperative formative peer assessment exemplified in a two-hour math seminar. Although both students and teaching staff were positive, there are several risks to be considered. In conclusion, the math seminar succeeded in time-efficient assessment, but the final quality control is missing. The described balance between resources and quality can hopefully spark discussion within the framework of everyday higher education.