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Enhancing Peer Assessment in Moodle: Insights from Educational Workshops

This workshop, led by Sarah Honeychurch from the Learning and Teaching Centre, targeted MA Religious and Philosophical Education students and Bachelor of Nursing students. Participants engaged in peer assessment via Moodle, providing valuable feedback on their peers' essays and reviews. The initiative sought to boost confidence in discussions, foster deeper understanding of assessment criteria, and promote interactive learning. Survey results revealed mixed feelings about comfort with peer marking, prompting recommendations for earlier implementation within the curriculum.

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Enhancing Peer Assessment in Moodle: Insights from Educational Workshops

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  1. Workshop In Moodle Sarah Honeychurch Learning and Teaching Centre Sarah.Honeychurch@glasgow.ac.uk

  2. MA Religious and Philosophical Education • Senior Honours: 11 students, • Seven books, seven seminars, seven weeks, • Students uploaded 400 word review to Moodle Workshop prior to the class, • F2F hourly seminar each week, • Each student completed “anonymous” peer assessment by following week, • Tutor assessed each review each week, • Each student chose five from the seven reviews to write up and submit as final assessment for tutor marking.

  3. MA Religious and Philosophical Education • Students felt confident talking in tutorials, • Tutor knew how to pitch tutorial discussions, • Tutor could encourage quieter students to participate, • Students felt confident with understanding of marking criteria for final assessment.

  4. Bachelor of Nursing • 52 final (3rd) year students, • 1000 word essay uploaded to Moodle Workshop for peer assessment, • Each student did one anonymous peer assessment, • Not part of final assessment.

  5. Bachelor of Nursing: Results • Survey after course: 17 results, • 9 did not feel comfortable marking their peers, • 9 felt they had understood the assessment criteria better as a result of the exercise, • Facebookdiscussion, • However, 14 said they had been honest and objective.

  6. Bachelor of Nursing: Recommendations • Implement earlier in degree course (1st year), • Review after return from clinical practice, • Brown, Honeychurch and Munro. “Workshop in Moodle: A Tool for Peer Critiquing.” “In Whitelock, D., Warburton, W., Wills, G., and Gilbert, L. (Eds.), CAA 2011 International Conference, University of Southampton, http://caaconference.co.uk/wp-content/uploads/Brown-CAA2011.pdf

  7. Comments • Not intuitive to set up, but easy when you know how! • Need to think about assessment criteria carefully, • Beneficial to students: understanding what is expected of them, • Beneficial to staff: knowing what the students understand.

  8. Workshop In Moodle Sarah Honeychurch Learning and Teaching Centre Sarah.Honeychurch@glasgow.ac.uk

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