Assessing Proctors: solving problems in grading student performance in a peer support system

This article discusses the nature of the proctoring peer support system in use in the School of Philosophy at the University of Leeds and the problem of assessment that was faced when the School decided to offer participation in this scheme as a module that counted towards the degree classification of the students involved as proctors. In particular, the problem of whether a form of written work could be an appropriate assessment method is addressed and a solution is suggested.