This paper describes two different peer review systems that are used within two summative internal assessments in the University of Auckland course, ‘ChemMat317: Green Process Engineering’.

Peer marking is used in an assignment aimed at allowing students to: (1) further explore the issues, debates and texts on global warming, and (2) further develop independent and critical thought, and written communication and research skills. To allow them to be exposed to as wide a range of viewpoints as possible, they assess at least three of their classmate’s essays and justify these marks (using a pre-agreed marking rubric). This is all done using a University of Auckland peer review system called AROPÄ (https://aropa.ec.auckland.ac.nz).

Peer review is also used in the capstone group project, where a team of four students determine the best process engineering option for preventing, minimising and/or controlling the pollution from a chemical process. So that the marks given to each student fairly reflects the contribution they have put into the project work, each team is interviewed and a peer assessment methodology - modified from Felder and Brent (2004: National Effective Teaching Institute, E-1-E22) - is used to fairly distribute the marks.

Feedback indicates that the students appreciate the extra learning outcomes from using peer assessment, but in the case of peer marking an assignment, are unsure of the fairness of the marks, despite moderation and additional marking by the examiner. This indicates that the process needs to be completely transparent and student-centred to allay any student fears.