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Consortium members. Central School of Speech and Drama Dartington College of Arts Goldsmiths College University of Leeds University of Salford University of Ulster. What is the purpose of assessment? Who is assessment for? What do we mean by peer assessment?

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consortium members

Consortium members

Central School of Speech and Drama

Dartington College of Arts

Goldsmiths College

University of Leeds

University of Salford

University of Ulster

slide3
What is the purpose of assessment?

Who is assessment for?

What do we mean by peer assessment?

Where and how might it be applied?

what is the purpose of peer assessment
what is the purpose of peer assessment?
  • to enhance learning (for assessor and assessee)
  • to encourage student autonomy
  • to develop critical judgement

Brown and Glasner (1999)

peer and self assessment complementary partners
peer and self assessment: complementary partners
  • by judging work of others, students gain insight into their own performance
  • they gain a sense of ownership of the assessment process, thus improving motivation
  • they learn to evaluate their own and their peers achievements realistically (lifelong learning)
peer assessment works best when
peer assessment works best when …
  • clear criteria are used
  • well designed and appropriate assessment tasks are employed (linked to learning objectives)
  • students engage in the process of devising criteria
  • criteria are introduced from day one so that a shared understanding develops
  • staff are fully committed
what do we mean by peer assessment
what do we mean by peer assessment?
  • peer tutoring/mentoring
  • peer feedback (written and oral)
  • peer grading of work
  • peer grading and tutor modified
potential problems involving students in assessment
potential problems involving students in assessment:
  • reluctance of one or more to participate in process
  • general dislike of assessing/judging friends
  • character conflicts
  • time consuming
  • lack of evaluative/assessment skills
  • lack of accuracy of peer grading
  • legal issues relating to degree classification
some benefits of involving students in assessment
some benefits of involving students in assessment

for students

  • improves student learning and assessment
  • increases understanding of process and product
  • increases student autonomy
  • improves key skills development (critical thinking; communication; self motivation; time management etc)
some benefits of involving students in assessment10
some benefits of involving students in assessment

for staff:

  • increases staff reflection on teaching/assessment relationship
  • enables more productive tutorials
  • can create collaborative and exciting atmosphere can assist in response to increased burden of

marking

pair activities
pair activities

1. (5 minutes) In pairs, each describe to your partner, a situation at work where peer assessment would be an appropriate and valuable learning strategy, but is currently not employed.

2. (15 minutes)

Discuss with your partner how you will attempt to implement peer assessment, noting any particular obstacles which will need to be overcome.

peer oral assessment at apu
peer oral assessment at APU

Each student completes assessment sheet comments for each member of his/her study group

Criteria with suggested subheadings

• Content

• Organisation of material

• Delivery

peer oral assessment at apu13
peer oral assessment at APU
  • student suggested total class-mark

(fail (0-39), third (40-49) etc..

  • tutor uses group’s comments and class mark to arrive at final mark
peer review
peer review

Political Theatre Module at UUC

  • Students generate criteria for each of three forms based on reading and directed practice
  • Groups devise short examples of form
  • Other students assess according to criteria and provide feedback
  • Criteria revisited
peer monitoring a
peer monitoring (a):

Dissertation Module at UUC

  • Students conduct progress vivas and provide feedback
  • Reducing the ‘blag’ factor ?
  • Valued feedback
  • Orientation in Year Group (beware ‘groupthink’)
peer monitoring b
peer monitoring (b):

Project work

  • Interim Reviews through prompts
      • ‘Our group works well when …’
      • ‘I would learn more if …’
  • Three-Way Listening
  • Yellow and red cards
peer marking
peer marking

Group Process

  • Group mark based on outcome
  • Group Mark x no. of group members = total
  • Process Criteria agreed
  • Each member allocates mark to others based on criteria

(sum of marks allocated = total)

  • No more than 10 to separate highest/lowest
  • Each member receives total of allocated marks divided by no. of group members
conclusions
conclusions
  • contextualise
  • negotiate / review
  • focus on learning
  • small quick wins
  • not everywhere (mix and match)
conclusions19
conclusions
  • build on success
  • use students (vertical & horizontal)
  • identify and secure “friends”/ champions of change (internal and external)

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