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The use of Peer Assessment via Blackboard - Attainment and Student Perceptions

This study explores the use of peer assessment via Blackboard in a research methods and ethics module, examining its impact on student attainment and perception. Findings suggest that while there was no significant effect on attainment, students found the feedback received valuable and expressed interest in its implementation in other modules. Most students, however, preferred it to remain optional rather than mandatory.

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The use of Peer Assessment via Blackboard - Attainment and Student Perceptions

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  1. The use of Peer Assessment via Blackboard - Attainment and Student Perceptions • Laura Mason • L.Mason@swansea.ac.uk

  2. Peer Assessment - Why? • An educational process that installs autonomy in learners. • Empowerment of the learner in a learning environment. • Development of learner confidence in assessing/ marking peers (through practice). • Development of learner ability to self-evaluate and reflect. • Greater understanding of what is required for assessments at degree level. • Interactive classes for marking/feedback. • Clear, open marking systems (seeing what is required and improving work). • Seeing standards set by peers as well as mistakes of others (and avoiding them in the future). • Gaining an ability to ‘stand back’ from own work for assessment purposes (an essential ability of an ‘objective’, ‘unbiased’ scientist). • Rapid way to assess a large amount of student work and provide specific feedback.

  3. How it looked • 1st year module on Research methods and ethics. • Independent research portfolio • Weekly PC lab classes

  4. Attainment • 29/81 (36%) students submitted their work for peer assessment. • Those who submitted achieved slightly (P>0.05) better average marks than those who did not submit for peer review: • Submitted – 56.3 ± 11.8% • Did not submit – 51.9 ± 17.7% • Were they just the better students? NO • Submitted – 60.8 ± 9.9%, ↓4.5 ± 10.4% • Did not submit – 61.0 ± 10.8%, ↓ 9.1 ± 14.7% • 19 (23%) students completed the evaluation questionnaire. • 5 (26%) had submitted for peer assessment

  5. Student Perceptions – submitted

  6. Student Perceptions– non-submitters

  7. Bigger picture • Comments from students on what would improve the peer review/assessment process: • “Not to have to review 2 others” • “If you were given someone specific within the subject to do it with” • “If people actually reviewed work others gave in” • “Make it compulsory” • “Everyone submitting their work” • “I was worried about reviewing someone else’s work in case I gave the wrong feedback”

  8. Conclusions • No significant effect on attainment. Although importantly it was not just the better students who participated. • Students found the feedback they received useful. • Most students would like to see peer review/assessment on other modules. • Most students would not want to see it as compulsory.

  9. Thank YouAny Questions?

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