1.  T-Flip September 3rd 2015

2. The use of peer assessment encourages students to believe they are part of a community of scholarship. In peer assessment we invite students to take part in a key aspect of higher education: making critical judgements on the work of others. We thus bring together the values and practices of teaching with those of research (Rowland 2000, Boud, 1990).

4. Student – Student feedback advantages  by judging the work of others, students gain insight into their own performance.  giving a sense of ownership of the assessment process, improving motivation  treating assessment as part of learning, so that mistakes are opportunities rather than failures  practicing the transferable skills needed for life-long learning, especially evaluation skills

5. Possible problems:  difficulties with the validity and reliability of assessment done by students.  How accurate are peer gradings?  which model is “best practice”?

6. Why?  Traditionally:  Validation  The peer review process subjects scientific research papers to independent scrutiny by other qualified scientific experts (peers) before they are made public. http://www.senseaboutscience.org/pages/peer-review.html#sthash.w9XxklER.dpuf http://www.senseaboutscience.org/pages/peer-review.html#sthash.w9XxklER.dpuf  T-Flip:  Students review each other based on the same key principles  Open Review: reviewer and author known to each other  Open, honest, no need to state a point  Politeness or friendship will tone down criticism

7. Examples

8. Possible problem?

9. How to review?

10. What will we do?  Present tasks  Create a system for review  Monitopr and tutor in the process  Evaluate both the review and what the review is used for

11. How to make it work  Realistic goals, well explained/clear tasks  Repetition/practice (process)  Enough time  Acknowledge the difference between revision and editing  Encorage honest responses and constructive advice  A clear format which is easily recognizable  Coach and observe  Make it count (show that it is valuable) http://writing.wisc.edu/wac/node/78

12. Sources  Stephen Bostock (2000), Student Peer Assessement, http://www.reading.ac.uk/web/FILES/engageinassessment/Student_peer_assessment_- _Stephen_Bostock.pdf http://www.reading.ac.uk/web/FILES/engageinassessment/Student_peer_assessment_- _Stephen_Bostock.pdf  Sense about Science, http://www.senseaboutscience.org/pages/peer- review.html#sthash.w9XxklER.dpufhttp://www.senseaboutscience.org/pages/peer- review.html#sthash.w9XxklER.dpuf  Kirsten Jamsen (2015), Making Peer Review Work, http://writing.wisc.edu/wac/node/78 http://writing.wisc.edu/wac/node/78  Boud, D, 1990 Assessment and the promotion of academic values, Studies in Higher Education, 15(1), 101-111  Rowland, S. 2000 The Enquiring University Teacher, Buckingham: SRHE and Open University Press