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The researchers

The researchers

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The researchers

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  1. Does peer assessment work for students? An exploration of the effectiveness of student peer assessment in the Business School. Sally Bunce, Principal Lecturer in Business School

  2. The researchers • Sally Bunce, Principal Lecturer in Marketing, Business School • Herminia Alonso, Visiting Lecturer, Business School Advisor on student perspectives and logistics: • Malgorzata Sokol, UH Graduate Employment Officer, Graduate Futures

  3. Aims of presentation • Briefly examine the literature and background to the study • Discuss the methodology for the study • Consider the results of the study • Invite delegates to comment on their experiences of peer assessment

  4. Background to the study • Literature review • In depth interviews with Business School staff to understand experiences and perceptions of peer assessment in the Business School – a study by Herminia Alonso • The methodology for the study was developed • Level 2 Advertising in Context Module was used in Sem:A • Students were consulted at beginning of module and process explained • Peer assessment exercise Research took place in class on Tuesday 1st Dec from 14.00-16.00 with 48 students from BA Marketing • We are currently writing up the results

  5. Business School – Growth 2002/03 – 2400 students 2008/09 – 3500 students Photo: Thanks to Jenny Evans

  6. What is Peer-Assessment? Students make assessment decisions on other student’s work; Race (2001) Peer-assessment is a common form of shared learning in which students provide feedback on each others work. It improves the quality of learning and empowers students; McDowell and Mowl (1996).

  7. Peer-Assessment & Literature Review - Benefits Some of the peer-assessment benefits identified in academic literature include:

  8. Peer-Assessment & Literature Review- Limitations Some of the peer-assessment limitations identified in academic literature include:

  9. The Task (15% of module marks) • Essay topic was given on Nov 10th • Word limit: 600 – 700 words • Deadline for Studynet submission: 23rd November by 23:30 • Peer Assessment marking of essays in class – Tuesday 1nd December. Attendance and participation was compulsory and worth 5% of module marks. The essay would be marked as usual by the tutor worth up to 10% of marks. • Students had to arrive in class with two printed copies of their essays with student ID number on only • Students worked in pairs and marked TWO ESSAYS • An Indicative Answer for Subject Content was given to students with grading only allowed at midpoint A2,B2,C2,D2, Fail • However, students were asked to set three assessment criteria of their own choosing and associated weighting, and award a grade • They had to write feedback on forms for each essay, the student markers would remain anonymous • Questionnaire given to students at the end of the two hour session.

  10. What did we say to students? • We need your feedback on your experience of peer-assessment & to what extent it supports your learning • Your feedback will help shaping peer-assessment at UHBS • The peer-assessment process will form part of a research into Learning & Teaching • Participating in the peer-assessment process is compulsory. • Participating in the peer-assessment research is voluntary and ethical approval has been gained

  11. The Peer Assessment Forms TASK 1 – GROUP WORK, AGREEING ASSESSMENT CRITERIA (25 Minutes) This task aims to get you involved in discussing key elements to consider when assessing written work. We are asking you to swap your student hat for a tutor hat. Group Work Logistics: • Brainstorm and write down the three key assessment criteria that you would like to include in the marking criteria. 10 minutes • Agree the weight of each criterion. 5 minutes • Briefly describe what sorts of performance evidence will demonstrate achievement of each criteria. 10 minutes Tips to help you accelerate the process: If you do not agree on a criteria just throw a coin to decide on who is going to be the final decision maker for that specific criteria. If you do not agree on the weight of the criteria, try to identify the average

  12. The Peer Assessment Forms TASK 2 - PEER-ASSESSMENT Student number on the assignment you are marking:_________________ • Important: please concentrate on quality of feedback. It might help you when giving feedback to think of: • The tone in which you write the feedback – positive, constructive criticism. • The content of feedback – concentrate on relevance and go to the point • Justification for their marks – Feedback should justify the grading you are awarding. E.g. you should avoid stating that they did very well in criteria 1 and then provide a very low mark on criteria 1. • What the student should do next to make this a better submission – what they should concentrate on to improve this essay and any other essays • You are asked to write the final student mark at the back of this page.

  13. The Peer Assessment Forms

  14. The Results • 48 students completed questionnaire at end of peer-assessment exercise • 33% male, 67% female • 87% aged 19-21 • 92% on BA Marketing, • 89% had experienced peer assessment before for written work and 26% for presentations

  15. Q5. How difficult was it for you to provide feedback for the assessment that you marked? Q8. How difficult was it for you to provide a final mark for the assessment that you marked? Q8 Q5

  16. Q9. Did you feel the peer-assessment exercise contributed to your overall learning experience related to assessment? POSITIVE

  17. Q9. Did you feel the peer-assessment exercise contributed to your overall learning experience related to assessment? POSITIVE

  18. Q9. Did you feel the peer-assessment exercise contributed to your overall learning experience related to assessment? POSITIVE

  19. Q9. Did you feel the peer-assessment exercise contributed to your overall learning experience related to assessment? NEGATIVE • Students felt it did not teach them anything • No relevant to module of Advertising • Because of logistics • Not useful because tutor assessment criteria was different • Because teachers are trained in assessing

  20. Q10: What % of final mark should peer assessment count towards?

  21. Q11: In how many modules per year? (out of 8)

  22. Q11: At which level?

  23. Q13: Overall experience of peer assessment?

  24. How did student marks compare with tutor’s marks?

  25. What % over or under tutor’s marks? Mark awarded by student as % of mark awarded by tutor by same piece of work

  26. The way forward • Write up the results fully • Make further links with the literature review • Share and discuss further with colleagues • Consider if peer marks can be “counted” towards assessment for modules without being overseen by tutors • Consider what % of marks for peer assessment • At what level of study?

  27. Thanks for listening!Any Questions? Any comments?