PeerCollab

CONTEXTUALIZATION
PeerCollab is at the forefront of educational innovation and focuses on the essential need to incorporate effective, student centred and evidence-based teaching and assessment strategies, such as Peer Assessment, into Higher Education (HE). PeerCollab aim is to improve the teaching quality of HE institutions, enhancing student learning, by providing lecturers with evidence-based strategies to effectively integrate Peer Assessment into their teaching practices.

BENEFITS OF PEER ASSESSMENT
Peer Assessment in HE is a vital tool that transforms the traditional lecturer-student dynamic into a more collaborative, interactive and student-centred learning experience (Yan, 2023). It bridges the gap between theoretical knowledge and practical application, fostering critical thinking, collaboration skills, and active learning. This approach not only enhances student engagement and understanding, allowing for deeper exploration of the course material, but also provides lecturers with valuable insights into students’ comprehension (Wanner & Palmer, 2018). This aids in the development of more targeted teaching strategies. Peer assessment creates an inclusive and participative classroom environment, where diverse perspectives are respected and integrated. It breaks down barriers to learning, offering all students, regardless of background and needs, an equal opportunity to contribute, learn, and develop essential life skills such as critical analysis, empathy, and effective communication (Meletiadou, 2022).

EUROPEAN RELEVANCE
The project aligns with key EU educational priorities, including the promotion of student-centred practices and innovative, evidence-based teaching approaches. It resonates with the European Commission’s commitment to modernising education (European Commission, 2020). PeerCollab is essential to the EU’s vision of an inclusive and innovative educational system. Its implementation has the potential to significantly impact the quality of HE across Europe, benefiting both the academic community and the broader EU economy by producing more skilled, adaptable, and well-rounded graduates.

MOTIVATIONS OF PARTNERS
The participating universities (UFV, CUEIM, UoL) are driven by a shared commitment to educational excellence and innovation. These institutions recognize the transformative potential of Peer Assessment in enriching their curricula and enhancing the student learning experience. Conversely, the non-university partners (ACEEU, SD) bring a broader perspective, focusing on policy development and the practical application of educational research.

CONCLUSION
We believe that this project should be funded because it directly addresses the evolving needs of HE in Europe, offering a practical, evidence-based approach to enhance teaching and learning outcomes. Furthermore, its implementation promises to contribute to the EU’s educational goals, fostering an environment of inclusive, innovative, and student-centred learning.