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Boud 1995, p.35

Learning from students: Using Peer Mark as part of an online research portfolio Dr Cath Jones Head of Research Informed Teaching Catherine Naamani – Head of Technology Enhanced Learning.

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Boud 1995, p.35

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  1. Learning from students: Using Peer Mark as part of an online research portfolioDr Cath Jones Head of Research Informed TeachingCatherine Naamani – Head of Technology Enhanced Learning

  2. “students can, with difficulty, escape from the effects of poor teaching, they cannot (by definition, if they want to graduate) escape the effects of poor assessment.” Boud 1995, p.35

  3. The starting point... to enhance learning (for teacher and student) to encourage student autonomy to develop critical judgement to explore technology supported peer assessment

  4. What Happened? • Everything was set up on Turnitin but it only worked for some students and not for others • Still did the peer assessment but in a different way • Students were taken to a lab and exchanged papers electronically and then paired up for a face to face discussion • Students positive about doing the peer assessment and thought it was useful to see other examples of work and an organised chance to discuss them

  5. Tutor Reflections • A small number of students did not submit the observation assessments and were excluded for peermarking. Either have a ‘plan b’ or exclude from assessment. • For this module the students did not provide a mark as part of the peer assessment. They were required comment on the submissions and the tutor provided the final grade. • Gave the tutor an insight into the level of feedback that students would like • Realistic experience of peer reviewing

  6. Student Reflections • Positive feedback from the group about having the opportunity to see other students work • Very keen to be given clear criteria to help with their evaluation • Found it useful and also a little scary to see other students work. • Concerned about the impact their comments would have on their peers

  7. Preparation is key! • Thoroughly test your peermark assessment to ensure that the timescales are realistic • Peermark can be unforgiving! • There are restrictions if you change you mind about submission dates • How many submissions should each student review? • Should they review their own? • Should students who have not submitted an assignments be able to review others’ submissions?

  8. peer and self assessment: complementary partners Students learn to evaluate their own and their peers realistically (lifelong learning) judging work of others, students gain insight into their own performance Students gain insight into their own performance and tutors gain insight in how students learn and what they perceive to be important

  9. Contact us Dr Cath Jones cejones@glam.ac.uk Catherine Naamani cnaamani@glam.ac.uk @cnaamani

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