Person-Centered Learning using Peer Review Method – An Evaluation and a Concept for Student-Centered Classrooms

Dominik Dolezal, Alexandra Posekany, Christoph Roschger, Gottfried Koppensteiner, Renate Motschnig, Robert Pucher


Using peer assessment in the classroom to increase student engagement by actively involving the pupils in the assessment process has been practiced and researched for decades. In general, the literature suggests using peer review for project-based exercises. This paper analyzes the applicability of peer assessment to smaller exercises at secondary school level and makes recommendations for its use in computer science courses. Furthermore, a school pilot project introducing student-centered classrooms, called “learning office”, is described. Additionally, a concept for the implementation of peer assessment in such student-centered classrooms is outlined.
We introduced two traditional secondary school classes consisting of a total of 57 students to the peer assessment method within the scope of the same software engineering course. The peer students assessed two of 13 exercises using the Moodle workshop activity. The students evaluated these two exercises using an anonymous online questionnaire. At the end of the course, they rated each of the 13 exercises regarding their learning motivation.
Overall, the anonymous feedback on the peer review exercises was very positive. The students not only obtained more feedback, but also received it in a timelier manner compared to regular teacher assessment. The results of the overall rating of all 13 exercises revealed that the two peer reviewed exercises have been rated significantly better than the other eleven exercises assessed by the teacher. Evidence therefore suggests that peer review is a viable option for small- and medium-sized exercises in the context of computer science education at secondary school level under certain conditions, which we discuss in this paper.


Peer Review; Person-Centered Learning; Student-Centered Classrooms; Learning Office; Computer Science Education; Moodle Workshops

Full Text:


International Journal of Engineering Pedagogy (iJEP) – ISSN: 2192-4880
Creative Commons License SPARC Europe Seal
Web of Science ESCI logo DBLP logo EBSCO logo DOAJ logo