CASE STUDIES OF PRACTICE: CHILDHOOD AND YOUTH STUDIES
Title of Practice/Project: Poster and Peer Assessment
Contact: Kate Mannion (K.Mannion@exeter.ac.uk)
Published: March 2008
Reason for selection: Students are expected to link theoretical models of personal, social and health education
to the work of agencies and professionals who provide authentic examples of health practices, and to case
studies and research data that exemplify and contextualise practice One of the means of assessing student’s
understanding is through the production of a poster. The way that this poster is assessed, via a group
presentation, peer assessment and the offering of constructive peer feedback, gives students the opportunity to
fully understand the processes of the assignment and its formal assessment, and to learn with - and from - others.
GENERAL BACKGROUND
1. School
SCHOOL OF EDUCATION
AND LIFELONG LEARNING
2. Subject
BA CHILDHOOD AND
YOUTH STUDIES
3. Module Title (if applicable)
HEALTH AND RELATIONSHIPS
4. Module Code
ECY2003
5. Web reference: Undergraduate Modules :: Health and Relationships (ECY2003)
6. Level
BA second year
7. Duration
1 semester
9. Lead person
KATE MANNION
10. Others involved
Nadine Schaefer
8. Date/s of Practice/Project
15th November 2007
ABOUT THE PRACTICE/PROJECT
11. Type of activity, eg.
Single session, project,
module, other (please
describe)
12. Focus for activity,
eg. Active learning
Independent learning
Students as researchers/
Enquiry-led learning
Key skills Other (describe)
Students are expected to produce an individual poster (not bigger than A1) and
summary notes (maximum 1000 words) on the work of a chosen agency or
professionals in a specific context concerning health and relationships that relate to
children and young people.
The overall assignment is equivalent to 3000 words and contributes to 40% of the
overall module mark.
Active Learning highlighting the connection between theory and practice and involving
students in the assessment process.
The process of presenting and discussing posters is also similar to that used for
dissemination of academic research via posters at research conferences, so students
are to some extent acting as ‘real’ researchers.
13. Size of student
group
In total: 44 students; for the assessment: divided in 4 groups (11 students each group)
14. Full description of
practice (ie. what
happens?)
During the one hour session 11 students will exhibit their posters (poster conference).
1) Students are given 15 minutes to have a look at all posters.
2) The whole group (students and tutors) has time to ask questions regarding the
design/aim/topic of the poster (15 minutes, discussing each poster)
3) Students work in groups of 2 to 3 (20 minutes) and assess three posters each
according to general assessment criteria. They are encouraged to give
constructive feedback.
4) The whole group comes back together and give brief feedback to each poster
highlighting its strength/originality.
Students marking sheets for each poster will be collected and considered in the final
marking process.
15. What was the
rationale for
introducing the
practice?
To make the assessment process more transparent to students; to increase their
critical thinking skills; to increase their communication skills; to enable a reflective
process on their own work as well as on the work of others; to practice constructive
feedback and group work.
16. Resources/support
required
Feedback sheets, handout of marking criteria.
ASSESSMENT
17a. Assessment Formative
The assignment feedback sheet used is split into two parts, for formative and
summative comments. Students are informed of ways they could improve, under four
headings:

Understanding

Reading & Referencing

Conforming to instructions/clarity of objectives

Presentation, style, communication
17b. Assessment Summative
Summative feedback is also given to explain the mark awarded in relation to the
assessment criteria.
17c. Assessment
criteria (web link if
available)
Your poster should:
Communicate important aspects of the work of the professionals/organisation
involved.
Be clear and articulate and engage other people with the key ideas.
The poster design should reflect on your chosen audience.
The poster should present the chosen topic sensibly.
Your summary notes should:
Briefly introduce the chosen charity/organisation and the way they address issues
of health and children’s/young people’s lives.
Provide a clear rationale/justification for the choice of focus/organisation.
Convey your own ideas and response to the evidence you have collated.
Discuss and synthesise your own and other peoples’ ideas.
Provide references for your research (These should also be attached to the back of
the poster).
Reflect on how your poster-design reflects on your chosen audience. Why did you
choose this audience?
FEEDBACK
18a. Feedback Student comments
18b. Feedback –
Staff comments
18c. Feedback - Others
(External Examiner,
Professional Accrediting
Body etc)
OTHER MATTERS
19. Issues/difficulties;
improvements
20. Benefits of practice
The poster presentations engage students with the processes of learning, as the
activity requires that students evaluate and assess each other’s work and, in a formal
context, give each other constructive feedback.