Abstract
This paper will provide preliminary results from research on peer assessment practice that is specifically focussed on improving students experience in a tertiary bridging course, at the University of the Sunshine Coast (USC). Developing innovative assessment tasks that promote access to higher education is conducted at USC in an attempt to develop life long learning skills of reflective practice and analysis of the assessment process. This is done by embedding academic processes into assessment tasks and creating opportunities for improved social relationships amongst students. This study will consider whether peer assessment provided a valid and reliable method of assessment at the tertiary bridging level. Its suitability for use particularly in relation to students with low academic performance may be questionable. The research conducted on the peer assessment was run in Semester 2, 2011, focussing on an examination of the validity and reliability of peer assessment for students and their engagement with the task. The wider impact of this assessment approach on student social relationships was also examined. The influence of assessment on students is perhaps the most important aspect of early academic life and it is the aim of this research to develop ideas for good assessment practice in tertiary bridging courses at USC. The results suggest this model of assessment did add value for students in the experience toward the task and the feedback they received from their peers. The positive experience of this task is related to their understanding of the processes and peer relationships were found to be significant in developing these understandings.