Integrating peer assessment into experiential learning: the validity and learning benefits of peer assessment in reading circle discussions

Abstract

This study investigates the influence of peer assessment on the conditions for experiential learning by examining its applicability within reading circle discussions conducted in a higher education experiential learning environment. It explores the validity of peer assessment in this context and how students perceive its role in supporting learning. The findings are based on both quantitative course data (n = 96) and mixed-method survey data (n = 63) collected from five course implementations between 2021 and 2023. The results indicate that the peer-assessed reading circle format was effective in terms of both validity and perceived learning benefits. This format highlights the value of monitoring and assessing group discussions as a means of enhancing student learning. The study demonstrates that peer assessment can strengthen experiential learning more broadly within the course and offer indirect benefits that support the achievement of learning objectives. Consequently, it is essential to approach peer assessment from a systemic perspective, considering its role within the course as a whole and its interconnections with other learning activities.