How to Use PeerMark on Turnitin 

In this blogpost, we want to draw your attention to one of the lesser-known features of Turnitin: it’s peer assessment functionality. Peer assessment helps students take greater ownership of their learning by encouraging reflection, shared responsibility, and active participation in a supportive learning community. It also develops valuable communication, collaboration, and feedback skills, while providing timely feedback that can improve academic performance and employability. This blogpost will show how you can use Turnitin’s PeerMark functionality to achieve some of these outcomes in your assessments.  

  1. Create a Turnitin Assignment and enable PeerMark 

To create a Turnitin Assignment, follow the usual steps on Blackboard by clicking the purple plus sign to create context, then select ‘Additional Tools’ before choosing the option for Turnitin. When configuring the settings for the Turnitin Assignment, remember to tick the Enable PeerMark box before submitting.  

  1. Go back into Turnitin Assignment to set up PeerMark Settings 

After the Turnitin Assignment has been set up, go back to this assignment on the Blackboard course page and click on the assignment to begin setting up the PeerMark settings. The settings for the PeerMark can be changed by clicking on the PeerMark Setup option under the PeerMark Tab. 

After clicking on this option, you will be presented with three separate tabs relating to the PeerMark setup. More information about these tabs is noted below. 

a. PeerMark Assignment Settings 

The PeerMark Assignment settings will allow you to select the start, end and feedback release date for the assignment. The maximum points available for the peer marking, the title given for the assignment and any further instructions for the students can also be entered here. This page looks very similar to the usual Turnitin setup. However, it is worth keeping in mind that these are the settings for Peer marking, rather than the overall assignment settings. 

b. PeerMark Question Settings 

The PeerMark questions tab allows instructors to support and guide the peer marking process through questions and scoring. 

To manually add questions for peer marking, select and add questions to create a new question. 
 

This then prompts you to type your question in the question field. After this, you will be prompted to select the question type from the drop-down menu. 

There are two options available for question types. The first of these is a Free response. With a free response, students receive an open text field to record their responses. For this type of question, you must also provide a minimum answer length (in words). 
 

The second type of question that can be selected is a scale response. Scale responses mean that students receive a sliding scale with which to rate the question. For this type of question, you must also provide a scale size and the names for the lowest and highest values. 
 

After you have created your questions, you can select Save to add the question to the PeerMark assignment. There is also the option to add these questions to the PeerMark library for future reuse. Once the PeerMark assignment has been submitted, it can no longer be edited. There are no late submissions allowed with PeerMark. 

Editing, deleting, and reordering PeerMark questions 


After you initially set up the PeerMark questions, there are options to edit, delete and reorder questions. To edit a question, select the blue pencil button in the same row. To delete a question, select the red rubbish can icon in the same row. To reorder a question, the first step is to select the reorder questions button from the top. Secondly, you have the option to select and drag to reorder PeerMark questions. Finally, click the save order button to save the new order. 
 

c. Distribution Settings 

The distributions will allow you to see a list of students enrolled for the assignment. The blue ‘+’ sign and the white ‘-‘ sign will allow instructors to manually assign students to one another for peer marking. If this option is not chosen, Turnitin will automatically and randomly assign students to one another. The information to the right of the student’s names will allow you to see whether the students has been assigned a peer marking partner manually or automatically. 

  1. Students submit to Turnitin submission point 

Once the settings have been configured, students will be able to submit to the Turnitin submission point as usual. To do this, students should access the Turnitin submission point from the Blackboard course page. Like other assignments, the submission will then be submitted by selecting upload submission, then choosing a file for upload from your documents before submitting the assignment. 

  1. After PeerMark start date, students are able to view another student’s assignment and leave feedback / scores to questions 

Once work has been submitted and the PeerMark start date has passed, students will then be able to view another student’s assignment and leave feedback and scores to questions.   

To do this, students should access the Turnitin submission point from the Blackboard page. When they open the submission point, there should be a PeerMark Reviews tab alongside the Assignment Dashboard. Click on that tab to begin the PeerMark review process.  

Clicking on Start Peer Review should open up the assignment that has been assigned to the student for reviewing. Once the assignment is open, you will be able to peer mark by providing answers to the preprepared questions set by the instructor and leaving comments on the page by double clicking on the text. Under the tools tab there are also more options to annotate on the assignment, by adding or highlighting text, for example. 

  1. PeerMark feedback is visible to students immediately 

PeerMark feedback is visible to students as long as feedback has been submitted for them. To view the feedback, students should navigate back to the Turnitin submission point and click on PeerMark Reviews under the drop-down options of the PeerMark.  

After clicking on this tab, you will be able to see the peer mark reviews by clicking on view received reviews. 

Clicking the review that you want to access from the list will reopen the assignment and should include the feedback from the peer reviewer. 

  1. Lecturer needs to allocate a final mark manually 

Taking into account the PeerMark feedback and scores to questions, the lecturer will then need to enter marks manually in each Turnitin Assignment. This will be done in the usual method by accessing the students’ submissions in the assignment inbox and adding a grade on the top of the Turnitin marking studio. 

Turnitin Statement

Further to our previous blogpost, Turnitin has now released a statement to address the concerns that staff and students have over the proposed user license agreement changes:

In response to concerns raised by UK universities and colleges, which have been channelled through UCISA, Turnitin postponed the issue of a new End-User Licence Agreement (EULA) until September 2027.

Turnitin have also committed to redrafting the EULA and will work in partnership with UCISA who represent educational institutions across the UK to address any concerns and clarify key questions.

Turnitin has confirmed that no student or staff data has been used to develop any generative artificial intelligence (AI) models or large language models (LLM), and that they have no plans to use student essays in this way.

Turnitin recognise the growing concerns around data privacy and AI. They are therefore fully committed to the collective work that they are engaged with through the UCISA representation group and their institutional members.

This working partnership demonstrates Turnitin’s commitment to protecting student and staff data.

If you have any questions or concerns about this, you are welcome to contact the Digital Education Team on elearning@aber.ac.uk.

Turnitin and User License Agreement – an update

The Digital Education Team is providing an update on Turnitin and User License Agreements.

You may have heard about concerns regarding Turnitin user license agreements and Generative AI.

When you log in to use Turnitin, staff and students need to accept the terms of agreement to use the platform.

Over the summer, we received a notification from Turnitin that they were updating its license agreement, with the intention that this will be applied to all users (staff and students).

As part of this license agreement, it was proposed that student submissions and staff feedback would be used to train large language models.

We, along with the rest of the sector, had concerns over this. We were unhappy with how Turnitin planned to introduce this update, without warning, and over the security of student work and staff feedback.

Working alongside UCISA, the professional membership body for digital, IT, and information systems in UK higher education, and other universities, we lobbied against this change.

Following this, Turnitin did not introduce the updated license agreement.

You might have seen that other universities are starting to move away from Turnitin. For the year ahead, we are continuing to use Turnitin.

In terms of our own license, we renew on an annual basis, and we are contracted up until July 2027. 

We ran a pilot a couple of years ago to look at the feasibility of moving away from Turnitin, but at that point the tools in Blackboard didn’t meet all our requirements. We do keep a close eye on both text-matching and submission tools in Blackboard to see whether they offer a viable alternative to Turnitin.

We meet our Turnitin Customer Account Manager regularly throughout the year, and we’re able to feedback our concerns and issues. We were in touch with them about the proposed changes to the licence agreement. We also work with sector bodies who lobby and advocate with software vendors on behalf HE institutions.

If you’d prefer not to use Turnitin, Blackboard Assignment has submission and marking tools which you can use – all the guidance is available on our web pages, and we’d be happy to work with anyone who would like to switch to using it. It does offer a number of benefits that Turnitin doesn’t have – for example, multi-part submissions and group assignments. However, there are some limitations – the biggest 2 are that marks aren’t released automatically on a ‘Post Date’ and it’s not possible to submit work on behalf of students.

If you have any concerns about this update, you are welcome to contact the Digital Education Team on elearning@aber.ac.uk.

Digital Education Policies Review (2026-27)

We revisit and revise all the policies relating to digital education annually. All the changes are approved by the Quality and Standards Committee. The new policies are now available, and here are the details of the main changes. If you have any questions about the new policies, please get in touch with us using  elearning@aber.ac.uk

This year’s update has clarified what is expected for AberOnline courses in Canvas. All points apply to Blackboard and Canvas unless otherwise mentioned. Any queries about AberOnline should be sent to aberonline@aber.ac.uk

Blackboard Required Minimum Presence (RMP)

The RMP outlines to staff and students the minimum standards for a Blackboard Course.

Welsh Language:

  • Guidelines for providing Welsh language materials in merged Welsh and English modules.

To help students plan and manage their studies:

  • Assignment briefs, along with a Generative AI statement for each assessment should be uploaded at the start of the semester that the course is taught in
  • Clarification of timescales for uploading materials for students with a Record of Support Provision
  • Guidance on availability of materials in a Blackboard course

To help staff managing courses:

  • Copy of any Turnitin rubrics to be uploaded into the External Examiners folder

E-submission Policy

The E-submission Policy outlines that all text-based word-processed work is submitted, marked, and has feedback released electronically.

To improve student access to marks and feedback:

  • Clarification of guidance on returning marks and feedback for work not submitted electronically

Responding to system outages:

  • Clarification of how outages on AU and non-AU systems will be managed.

Lecture Capture Policy

The Lecture Capture Policy outlines that all transmission style presentations are recorded electronically for students to access.

To help students with accessibility requirements

  • Inclusion of guidance on downloading transcripts
  • Inclusion of guidance on recording whiteboard notes

To help staff managing courses:

  • Clarification of when and how lecture summaries should be used

Use of recordings:

  • Guidance on when and how recordings may be used in the AU complaints process

Digital Education Training

Our Digital Education training programme is now available for staff to book onto on the staff booking page

Our training is split across 3 levels:

E-learning Essentials:

Our E-learning Essentials sessions provide a practical introduction to the University’s core digital learning technologies and the policies that support their use. These sessions are ideal for colleagues who are new to a tool, taking on a new teaching role, or looking to refresh their knowledge.

You will gain confidence in using technologies such as Blackboard, Turnitin, Panopto, Microsoft Copilot, and Vevox, as well as learn about key processes that support learning, teaching, and assessment.

Sessions available:

  • Become a Document Pro
  • Introduction to Blackboard Ally
  • Introduction to Blackboard Ultra
  • Introduction to Component Marks Transfer
  • Introduction to Microsoft Copilot for Learning and Teaching Activities
  • Introduction to Panopto Lecture Capture and Teaching Room Equipment (bilingual)
  • Introduction to Turnitin (bilingual)
  • Introduction to Vevox Polling Software

E-learning Enhanced:

Our E-learning Enhanced sessions focus on designing and creating engaging learning activities using digital tools within your own teaching context.

These hands-on workshops will help you explore innovative approaches to learning design, assessment, accessibility, and student engagement, enabling you to make more effective use of the University’s digital learning environment.

Sessions available:

  • Becoming an Alternative Text Pro
  • Design Interactive Online Learning Activities Using Blackboard Discussions and Journals
  • Designing Blackboard Tests
  • Designing Learning and Teaching Activities Using Vevox
  • Introduction to the Blackboard AI Design Assistant
  • Measuring and Increasing Engagement Using Blackboard Tools
  • Peer Assessment with Turnitin
  • Preparing for Your Blackboard Exam
  • Using the Advanced Features of Panopto

E-learning Excellence:

Our E-learning Excellence programme is designed for colleagues who want to create outstanding digital learning experiences and align their courses with recognised best practice.

Based on theBlackboard Exemplary Course Award rubric, these sessions explore the key elements of high-quality course design and effective digital pedagogy. While the sessions are designed as a complementary four-part series, you are welcome to attend individual sessions according to your interests and needs.

Sessions available:

  • Exemplary Assessment Design
  • Exemplary Course Design
  • Exemplary Interaction and Collaboration
  • Exemplary Learner Support
  • Submitting an Exemplary Course Award

We are committed to making our training as accessible and inclusive as possible. If you are unable to attend a session but would like access to the training materials, or if you would like to discuss any aspect of the session format or accessibility requirements, please contact the Digital Education Group at elearning@aber.ac.uk.

We look forward to seeing you at a forthcoming session.

Turnitin in Blackboard Assignment

If you use Blackboard Assignment for your assessment, you may be interested in our latest update. Staff can now use the functionality of Blackboard Assignment whiles also getting a Similarity Report from Turnitin.

This is particularly useful for multi-part assignments and assignment files that are too big to use Turnitin. Like other elements of Blackboard, Assignment is available in Welsh for both staff and students. It also means that you get the benefits of Blackboard Assignment (such as an electronic receipt for students) as well as being able to use the same Similarity Report as other colleagues.

If you already make use of Blackboard Assignment, then we encourage you to try out the new Turnitin feature. Our Guide contains all the information to help you get started. Submission and marking stay the same, but you get the additional Similarity Report alongside your marking.

We’d also be interested in your feedback – during the year, we’ll contact you for feedback on using this new Turnitin integration.

Peer Assessment Tools available in our virtual learning environment

We recently ran our E-learning Enhanced: Using Turnitin for Peer Assessment training session and wanted to highlight the different tools that are available for Peer Assessment across our Digital Education Platform.

Peer Assessment activities have several benefits to students:

  • Allow students to invest in and manage their own learning
  • Shared learning experiences
  • Reflect on learning
  • Consider communication and constructing feedback
  • Develop conversation and collaboration skills
  • Improve academic achievement
  • Share responsibility for learning
  • Develop employability skills around feedback
  • In group scenarios, identify participants’ contributions
  • Quick feedback
  • Building a learning community

For Liu & Carless (2006), “peer assessment and peer feedback … enables students to take an active role in the management of their own learning” (280). 

If you are interested in exploring this topic further, we recommend:

Liu, N.-F. & Carless, D. (2006) Peer feedback: the learning element of peer assessment. Teaching in higher education. [Online] 11 (3), 279–290.

Lynch, R., Mannix McNamara, P. & Seery, N. (2012) Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback, European Journal of Teacher Education, 35:2, 179-197, DOI: 10.1080/02619768.2011.643396

Zhu, Q. & Carless, D. (2018) Dialogue within peer feedback processes: clarification and negotiation of meaning. Higher education research and development. [Online] 37 (4), 883–897.

We have several peer assessment tools that are available:

Blackboard Assignment for Peer Assignments

You can add a Rubric to the assignment – student will see this as part of their submission.

Workflow

  1. Create Assignment and set Peer Settings (see Peer Review for Qualitative Peer Assessments)
  2. Students submit their work as normal (see Blackboard web site)
  3. After Due date and time has passed, students review submissions see Blackboard web site
  4. After the Peer Review Due Date, staff complete marking (see Blackboard web site)
  5. Student view staff feedback, peer feedback and final mark

Note that:

  1. Students won’t be allocated any reviews if not enough assignments are submitted.
  2. Late submissions will be allocated to students. Late submission is allowed automatically as part of the peer assessment process.
  3. Students do not see any names as part of the review process. You should advise all students not to include personal information on their documents.
  4. Students can provide written feedback in the review process but can’t assign a mark (unless this is included in the text feedback box)
  5. You can add a Rubric to the assignment – student will see this as part of their submission and can refer to it while reviewing. However, they can’t use it to mark work.
  6. You can hide peer reviews if you feel the content isn’t appropriate

Turnitin PeerMark

Workflow

  1. Create a Turnitin Assignment and enable PeerMark
  2. Go back into Turnitin Assignment to set up Peer Mark Settings
  3. Students submit to Turnitin submission point
  4. After PeerMark start date, students are able to view another student’s assignment and leave feedback / scores to questions
  5. PeerMark feedback is visible to students immediately
  6. Lecturer needs to allocate a final mark manually

Guidance:

Overview of PeerMark: https://help.turnitin.com/feedback-studio/turnitin-website/instructor/peermark/about-peermark-assignments.htm

Creating a PeerMark Assignment: https://help.turnitin.com/feedback-studio/turnitin-website/instructor/peermark/creating-a-peermark-assignment.htm

Student guidance on Using PeerMark: https://help.turnitin.com/feedback-studio/turnitin-website/student/student-category.htm#peermark

Discussions

Discussions are available in every course in Blackboard – these are a great way for students to engage asynchronously with their peers; they can post comments and respond to each others’ posts.

Workflow

  1. Instructor creates a Discussion
  2. Students contribute to the Discussion
  3. Students respond to other Discussion posts

For further advice on creating discussions, please see below for Blackboard guidance:

Journals

Workflow

  1. Instructor creates a Journal (private between instructor and student)
  2. Students reflect weekly on their contributions to project
  3. Instructor has overview and monitors
  4. Can be used for students to give an idea on group contributions throughout process of peers

Create Journals: https://help.blackboard.com/Learn/Instructor/Ultra/Interact/Journals

Guidelines for students

https://journals.sagepub.com/doi/full/10.1177/1469787416654794 – contains guidance for students. Suggests providing a session for students on how to write feedback.

https://www.tandfonline.com/doi/full/10.1080/02602938.2019.1697424

“For peer review in the classroom to be effective, there is clear evidence that the process needs structure, clear and accessible assessment criteria and appropriate scaffolding sessions for students (Mangelsdorf Citation1992).”

https://www.ctl.ox.ac.uk/peer-feedback – includes some useful questions and prompts that could be used to structure feedback.

Peer feedback has been used widely within group assessment work, for example, when it comes to ascertaining student participation, and factoring in group contributions. For an example of a group peer marksheet, see this sample template from Carnegie Mellon University.

Our Academy Forum handout on Peer Assessment provides further information and Aberystwyth University Case Studies.