The art of preaching : should we practice what we preach or just preach louder?

This paper investigates the effectiveness of a peer-assessment innovation within a teacher education program at a regional university in Australia. A qualitative methodology was used for this study. While the majority of students involved in the process agreed in principle with the notion of peer assessment, personal involvement was contested on the grounds of inexperience. Students moved from initial scepticism to a deeper understanding of the possibilities and values inherent in peer assessment.