Learning & Teaching

This partnership sought to redesign the assessment of practical laboratory skills by introducing a peer-observation approach within a Level 1 Chemistry laboratory module. Traditional laboratory assessment methods often relied on written reports as proxies for practical competence, limiting opportunities for students to directly observe and learn from one another. Following a successful pilot conducted by a final-year undergraduate student as part of her dissertation, staff partnered with the student and recruited a second student who had recently completed the course to support the implementation, refinement and evaluation of the approach across a cohort of approximately 600 students. 

Several factors contributed to the success of the initiative. Building on evidence from the pilot study enabled the partnership to scale up an approach that had already received positive feedback. Student partners brought recent lived experience of the laboratory course and were involved in reviewing assessment checklists, developing supporting resources such as demonstration videos and online practice activities, and contributing to implementation and evaluation throughout the year. 

The student partner's role as a near-peer was particularly valuable, allowing them to engage informally with students during laboratory sessions and gather feedback that may not otherwise have been captured. This enabled the partnership team to make responsive changes to the assessment process, such as addressing difficulties students experienced in identifying a second observer in addition to their laboratory partner. 

Students reported increased confidence in their practical laboratory skills and viewed peer assessment as both an enjoyable and fair method of assessment. Unexpected benefits included greater social interaction among students and a preference among many participants for being assessed by peers rather than academic staff. Students also recognised the opportunity to observe others as a valuable learning experience, helping them to reflect on and improve their own techniques. 

The student partner played an important role in amplifying the voices of Level 1 students by communicating informal feedback to the wider partnership team. The initiative was subsequently recognised externally through commendation during a Royal Society of Chemistry accreditation review, with recommendations that similar approaches be considered across laboratory teaching in other levels and disciplines. 

Consider involving students with recent experience of an activity or assessment in its review and redesign. Near-peer partners can provide valuable insights into student experiences, identify barriers that may otherwise go unnoticed and help ensure that initiatives remain responsive to learners' needs. Creating opportunities for students to learn from one another through observation and feedback can not only enhance confidence and skill development but also strengthen social connections and foster a greater sense of community within programmes. 

Partnerships in practice: Student-Staff Synergy in the School of Chemistry at the University of Glasgow, Student Engagement in Higher Education Journal