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Phil Davies School of Computing University of Glamorgan “Super U”

Peer-Assessment: No marks required, just feedback? Evaluating the Quality of Computerized Peer-Feedback compared with Computerized Peer-Marking. Phil Davies School of Computing University of Glamorgan “Super U”. Definition of Peer-Assessment?. In describing the teacher ..

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Phil Davies School of Computing University of Glamorgan “Super U”

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  1. Peer-Assessment:No marks required, just feedback?Evaluating the Quality of Computerized Peer-Feedback compared with Computerized Peer-Marking Phil Davies School of Computing University of Glamorgan “Super U”

  2. Definition of Peer-Assessment? • In describing the teacher .. A tall b******, so he was. A tall thin, mean b******, with a baldy head like a lightbulb. He’d make us mark each other’s work, then for every wrong mark we got, we’d get a thump. That way – he paused – ‘we were implicated in each other’s pain’ McCarthy’s Bar (Pete McCarthy, 2000,page 68)

  3. Why Peer-Assessment • Community of Practice!! • Working together to learn (and be assessed) • Perceptions • Staff > Lecturer getting easy life not marking • Student> Lecturer getting easy life not marking • Student Awareness of Benefits …. IMPORTANT TANGIBILITY • Success dependant upon scalability (computerisation) .. “Student Numbers have risen dramatically since 1991 without a concomitant increase in resources” (Pond et al, 1995)

  4. Computerised Peer-Assessment • CAP System • Permits students to mark & comment the work of other students . (normally 8) • Also initial self-assess stage (reflection) … used as a standard of expectation • Internet, not Web-based system (developed in Visual Basic / Access)

  5. Having done the marking, what next? • Students should receive feedback • What feedback? • Marks • Comments • Which is most important? • To students or staff

  6. AUTOMATICALLY EMAIL THE MARKER .. ANONYMOUS

  7. What should the marker do?Reflect • Look at essay again • Take into account the essay owner’s comments • Further clarification (if it is needed, then is this a ‘black mark’ against the marker?) • Try to ‘appease’ the essay owner? • Modify mark based upon reflection? • Give more feedback

  8. Must be rewarded for doing the ‘mark for marking’ process .. Based on quality • How to judge? • Standard of expectation (self-assessment) • Marking consistency • Commenting, quality, measure against mark • Discussion Element • Need for additional comments – black mark? • Reaction to requests / further clarification

  9. Standard of ExpectationSelf-Assess = 52%Peer-Assessed as = 58%

  10. How easy to get mark for marking? • Statistically fairly easy to create a mark for marking based upon marks • Take into account high and low markers • Standard of expectation • Consistency … judge against final mark awarded for an essay (compensated median) • What about the comments?

  11. Feedback Index • Produce an index that reflects the quality of commenting • Produce an average feedback index for an essay • Compare against marker in a similar manner to marks analysis • Where does this feedback index come from and is it valid?

  12. The way to get the feedback index? • Develop an application?? • C-Rater? • Spelling Mistakes • Similar Meanings? • That was cool • Really Choc • Really Good Essay • Manually

  13. Commonality!! • In the 67 essays that were marked • Only 96 comments • 44% positive and 56% negative • Highly critical if something not explained properly (21% of total comments (of which 73% were negative) • Better students were more critical than weaker students .. • Better understanding permitting criticism? • Confidence? • Hostility? • Comments grouped into 10 categories • Need to QUANTIFY these comments .. Feedback index • Create a database holding positive & negative (by category)

  14. Time Consuming? • Can we formulate the marking process • Take away need for quantification process of analyzing comments • Is it still peer-assessment if the students are told what to say?

  15. STUDENT FRED REFERENCES:Positive ……… Negative ……. Personal Valuation 5, 3, 2, 1 3, 1, 2

  16. Some points outstanding • What should students do if they identify plagiarism? • Is it ethical to get students to mark the work of their peers? • Is a computerised solution valid for all? • At what age / level can we trust the use of peer assessment? • How do we assess the time required to perform the marking task?

  17. Peer-Assessment: No marks required, just feedback? • Not there yet • Feedback index results are very positive • Require more evaluation before totally automated system is possible • Getting there .. Removing subjectivity in marking

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