Assessment Design
Practical examples
Peer marking using model answers
(Forbes & Spence, 1991)
Scenario:
• Engineering students had weekly maths problem sheets marked and
problem classes
• Increased student numbers meant marking impossible and problem
classes big enough to hide in
• Students stopped doing problems
• Exam marks declined (Average 55%>45%)
Solution:
• Course requirement to complete 50 problem sheets
• Peer assessed at six lecture sessions but marks do not count
• Exams and teaching unchanged
Outcome: Exam marks increased (Av. 45%
80%)
Peer feedback - Geography (Rust, 2001)
Scenario
• Geography students did two essays but no apparent improvement
from one to the other despite lots of tutor time writing feedback
• Increased student numbers made tutor workload impossible
Solution:
• Only one essay but first draft required part way through course
• Students read and give each other feedback on their draft essays
• Students rewrite the essay in the light of the feedback
• In addition to the final draft, students also submit a summary of how
the 2nd draft has been altered from the1st in the light of the feedback
Outcome: Much better essays
Peer feedback - Computing (Zeller, 2000*)
The Praktomat system allows students to read, review, and assess
each other’s programs in order to improve quality and style. After a
successful submission, the student can retrieve and review a
program of some fellow student selected by Praktomat. After the
review is complete, the student may obtain reviews and re-submit
improved versions of his program. The reviewing process is
independent of grading; the risk of plagiarism is narrowed by
personalized assignments and automatic testing of submitted
programs.
In a survey, more than two thirds of the students affirmed that
reading each other’s programs improved their program quality; this
is also confirmed by statistical data. An evaluation shows that
program readability improved significantly for students that had
written or received reviews.
[*Available at:
http://www.infosun.fim.unipassau.de/st/papers/iticse2000/iticse2000.
pdf]
The use of 'exemplars' as a
mechanism for encouraging dialogue
about assessment criteria
IN-CLASS
ACTIVITY
OUT OF CLASS
ACTIVITY
Figure 2
2. Students
write and
submit
individual
assignments
1. Tutor leads
discussion of
previouslymarked
exemplars
annotated with
feedback
3. Tutor
marks
assignments
and prepares
feedback
4. Tutor
hands back
assignments
and leads
discussion on
feedback
MODULE TIMELINE
Week1
Week12
Assignment
point
Peer-review as a method of encouraging
students to discuss and compare their
understanding of assessment criteria
IN-CLASS
ACTIVITY
OUT OF CLASS
ACTIVITY
Figure 1
2. Students
bring draft
individual
assignments
for peer
review
1. Tutor leads
discussion on
assessment
criteria and
process of peer
review
4. Students
rewrite and
submit
individual
assignments
3. In-class
discussions
between student
groups as they
review each other’s
work, monitored by
tutor.
5. Tutor
marks
assignments
and prepares
feedback
6. Tutor
hands back
assignments
and leads
discussion on
feedback
MODULE TIMELINE
Week1
Week12
Assignment
point
Generic feedback
and self assessment
IN-CLASS
ACTIVITY
OUT OF CLASS
ACTIVITY
Figure 3
1. Students
draft and
submit
individual
assignments
2. Tutor marks
sample of
assignments
and prepares
generic
feedback
4. Students rewrite and
submit individual
assignments with
reflective commentary
on how they have
incorporated the
generic feedback
3. In-class
discussion of
generic cohort
feedback
based on
coursework
sample
5. Tutor
grades
assignments
6. Tutor
hands back
assignments
with grade
only
MODULE TIMELINE
Week1
Week12
Assignment
point
PROGRAMME LEVEL
Regular review meetings
with personal tutor to
discuss feedback
PROGRAMME DURATION
Student preparation – HE
orientation
MODULAR LEVEL
Sem 1: Introduction to selfassessment and peer review.
Discussion of criteria and use of
exemplars
Sem 2: Introduction to group work,
continued development of peer
and self-assessment. Continued
use of exemplars
End Yr1
Student involvement in
peer-assisted learning
(voluntary)
Year 2: Support in the transition to
Stage 2 modules, with more
formative feedback
End Yr2
Year 3: Expectation that students
will engage in more selfassessment, and will demonstrate
ability to critique own work
Student involvement in
mentoring others (voluntary)
End Yr3
Basic example of
programme and
module
interconnections