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Judging quality in disciplinary writing: what can students learn from peer assessment and composing feedback?. Presenters. Sally Mitchell and Teresa McConlogue, Thinking Writing, QMUL Paul Orsmond, University of Staffordshire

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  1. Judging quality in disciplinary writing: what can students learn from peer assessment and composing feedback?

  2. Presenters Sally Mitchell and Teresa McConlogue, Thinking Writing, QMUL Paul Orsmond, University of Staffordshire Julia Shelton and Jens Dominik Mueller, School of Engineering and Materials Science, QMUL Helen Howard, Higher Education Academy

  3. Workshop & seminar series Higher Education Academy

  4. Welcome Helen Howard Academic Lead Teaching Development Grant & New to Teaching Workshops helen.howard@heacademy.ac.uk

  5. The Higher Education Academy The Higher Education Academy (HEA) champions excellence in learning and teaching in higher education. We are committed to improving the student learning experience by raising the status of teaching, adding to the body of knowledge relating to pedagogy, enhancing professional teaching practice, and facilitating networks and communities of practice. We work in partnership with institutions, student bodies, academic and professional staff , and sector agencies and funders. The Higher Education Academy Strategic Plan 2012-2016

  6. Workshop & seminar series • Promote research and evidence that has informed departmental and institutional policy and practice • HEA funded • Hosted by individual institutions • Thematic • Assessment and feedback • Retention and success • Internationalisation • Discipline specific • Covering each of the discipline areas • Open call • http://www.heacademy.ac.uk/seminar-series

  7. Opportunities to get involved • Discipline workshop and seminar proposals – rolling call: http://www.heacademy.ac.uk/seminar-series • Teaching development grants • Funded projects: http://www.heacademy.ac.uk/teaching-development-grants • Further rounds to follow in 2012/13 • UK travel fund: http://www.heacademy.ac.uk/travel-fund • Academic associates scheme: http://www.heacademy.ac.uk/academic-associates • Funding opportunities: http://www.heacademy.ac.uk/funding

  8. Assessment and feedback seminars

  9. Other seminars Internationalisation Retention and success

  10. Other seminars OER http://www.heacademy.ac.uk/resources/detail/oer/oer-phase-3-workshops

  11. Future HEA events • Seminar and workshop serieshttp://www.heacademy.ac.uk/seminar-series • External examiner conferenceOctober 2012http://www.heacademy.ac.uk/events/detail/2012/academyevents/10_May_ExternalExaminersConference • HEA Annual Conference, “Great Expectations – are you ready?”03-04 July 2012, The University of Manchesterhttp://www.heacademy.ac.uk/annual-conferenceProvisional programme now available and registration is open http://www.heacademy.ac.uk/events

  12. HEA work in A&F • New publication being developed: ‘A marked improvement: transforming assessment in higher education’Provides an evidence-based approach • HEA change programme for assessment and feedback2011/12 on the theme of TESTA: Transforming the experience of students through assessment, Led by University of WinchesterSee www.testa.ac.uk and www.heacademy.ac.uk/change • Building on the work of the SIG for feedbackNow looking to provide a synthesis of good practices principles, with case studies for the HEA web area.

  13. Keep in touch Website in developmentDetails of events, resources and fundinghttp://www.heacademy.ac.uk/assessment Mailing listSign up through My Academyhttp://www.heacademy.ac.uk/my_academy Email the assessment teamassessment@heacademy.ac.uk

  14. Structure of today • Sally, Teresa - Background to the work on peer assessment and feedback at QM. • Paul - The interdependent learner: the role of peer-assessment in student learning. LUNCH • Julia, Jens – how we’ve implemented PA and feedback • You – looking at data and addressing questions • All – What we’ve learnt and what we still want to know.

  15. Our assumptions ‘Tacit knowing’ (Polanyi, 1962) that tutors draw on in making judgements can’t be contained in set of explicit assessment criteria (Sadler, 2008) Academics acquire this tacit knowing through seeing a range of work (Sadler, 2008); students rarely get this opportunity

  16. Our assumptions Composing feedback is more ‘cognitively demanding’ than receiving it (Nicol, 2011) Composing feedback can help students move on in their learning

  17. Our assumptions Collaborative assessment can change power relationship between tutor and student and help students develop and defend their own judgements/ their own standards (McConnell, 2002)

  18. Our questions What do students learn about judging quality from composing peer feedback? How does peer assessment facilitate the development of assessment literacy? What is the purpose of peer assessment; a way of clarifying tutor values or a way of eliciting student values? To what extent is there room for negotiation between tutors and students over how, and on what, judgements are made?

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