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?
Where and how might it be applied?
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
–
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 …
– 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?
– peer tutoring/mentoring
– peer feedback (written and oral)
– peer grading of work
– peer grading and tutor modified
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
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 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
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
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 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
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):
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):
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
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
–
contextualise
–
negotiate / review
–
focus on learning
–
small quick wins
–
not everywhere (mix and match)
conclusions
–
build on success
–
use students (vertical & horizontal)
–
identify and secure “friends”/ champions of
change (internal and external)
ILT LTSN SEDA HAN FDTL