Presentation on theme: "Facilitating peer and self- assessment Paul Chin University of Hull."— Presentation transcript:
Facilitating peer and self- assessment Paul Chin University of Hull
Overview of session Benefits and possible drawbacks of peer assessment Background to use of peer assessment at Hull Demonstration of WebPA Research on student use of peer and self assessment Top tips for using WebPA
Constraints of peer assessment Administration can be time consuming Difficult with large groups Encourages ‘freeloaders’ Individual achievement dependent on others Difficult to manage conflict Staff think it is too difficult to implement
Benefits of peer assessment Enhanced learning Improved self reflection Social Better self confidence Develops critical thinking skills (and other transferable skills) Support mechanism for students
Peer assessment at Hull Always interested in promoting group work and peer assessment Started with paper based PA forms for c.60 students Increasing student numbers made admin difficult Use technology to solve problems Worked with Loughborough to develop WebPA (open source version)
Peer assessment model Model produced by Goldfinch and Raeside 1990 Latest version based on Li 2001 Similar model for WebPA developed by Peter Willmott at Loughborough Students produce group product Students assess each other’s contribution to project Marks moderated based on level of marks awarded
Peer assessment scheme IWF = personal score / average Final mark = IWF*group mark Balances for uneven scoring: – Bias factor: scoring of others/average rating – Normalisation factor: 1/bias factor Joe scores 47 and average score is 48 (project is 70%) 47/48*70= 68.5%
Research findings – Questions? Are there any disciplinary differences? Gender/age/cultural differences?... What questions would you ask?
Audience use of peer assessment Does anyone use peer assessment in their teaching? What do you do? How many students? Top tips for making peer assessment work...
Top tips for successful peer assessment Have clear goal in mind Negotiate/explain assessment criteria at the start(engage students in process) Have introductory session Set ground rules Provide feedback on performance