Facilitating peer and self- assessment Paul Chin University of Hull.

Slides:



Advertisements
Similar presentations
HND - AIT Graded Unit Exam/Project The Practitioner Experience.
Advertisements

Making the most of peer assessment Paul Chin Physical Sciences Centre (Department of Chemistry) University of Hull.
Students writing their own feedback; self-assessment mediated by video mark schemes David Read and Paul Duckmanton.
Assessment, Marking & Feedback
Enhancing student learning through assessment: a school-wide approach Christine OLeary & Kiefer Lee Sheffield Business School.
An Introduction to Computer- assisted Assessment Joanna Bull and Ian Hesketh CAA Centre Teaching and Learning Directorate.
23 June 2009 Assessing Project Based Learning in Groups Peter Willmot.
Key Stage 3 National Strategy Standards and assessment: session 1.
Key Stage 3 National Strategy Standards and assessment: session 2.
Transforming lives through learning Learner Dialogue & Profiling.
Session Outcomes Explain how assessment contributes to the learning process Use a model of feedback to enhance student learning Identify a range of feedback.
Session Objective To understand how to set high quality learning objectives and learning outcomes Session Outcomes By the end of this session you will.
Peer assessment of group work Paul Chin
PRESENTATIONS The whys and hows of including student presentations in a portfolio of learning, teaching and assessment techniques.
Assessment of Group Work University of Warwick 27/28 March 2003 Cordelia Bryan Project Director
Whose learning is it anyway?
Dr Catherine Hannaway Durham University 13th January 2012
Assessing group work. Group work, under proper conditions, encourages peer learning and peer support and many studies validate the efficacy of peer learning.
E-assessment An introduction to assessment for learning.
1 Arts Faculty, Macquarie University Foundations in e Learning & Teaching, 9 September 2009 Team/Group Work & Assessment Assessment is ‘the senior partner.
Peer assessment of group work using WebPA Neil Gordon Symposium on the Benefits of eLearning Technologies University of Manchester, in conjunction with.
1 Peer Review of Teaching K.P. Kwan & J. Jones, EDU etkpkwan etjjones x 6287 x6320 EDU Seminar 7 May 1999 (Friday)
Which of these images best illustrates Peer Assessment?
Video as a Tool for Self- Assessment of Undergraduate Oral Presentations David J McGarvey and Paul C Yates Lennard-Jones Laboratories, School of Chemistry.
Peer Evaluation Dimensions Self Assessment Cooperation Responsibility Preparedness Supportiveness Integrity Peer & Self Evaluation.
Workshop for TA’s? Presents:
WebPA Peer assessment for group work Peter Henderson Chemistry School of Natural & Computing Sciences.
Student role in assessment Peter Chalk Academic Leader Undergraduate Centre TB2.
Learning Development and Innovation Overview and Updates Steve Wyn Williams March 2013.
Discourse. Student Discourse How would you define student discourse? “IS considered student discourse” “IS NOT considered student discourse”
Marion Webb January  By the end of the session, participants will be able to:  Discuss the role of assessment for learning  Describe key assessment.
Group Work Assessment in Media Production
Promoting student engagement through online seminars.
Enhancing student learning through assessment: a school-wide approach Christine O'Leary, Centre for Promoting Learner Autonomy Sheffield Business School.
Making Assessment Strategies Work for You
Teaching approaches that promote different forms of student learning CHEC/TALHE 3 August 2011.
Effective Tutoring A Learning and Teaching Academic Development Seminar/Workshop Facilitated by.
The Evolution of WebPA, an online peer moderated marking system, at Loughborough Melanie Bates, Learning Technology Co- ordinator Loughborough University.
Let’s Look at... Assessing Group Performance 1. Performance Groups Material for this section largely adapted from: “Assessing group work” © Copyright.
Group work – why do it? Rachel Horn – Civil & Structural Engineering.
Peer Observations Dr Andy Wilson UK Staff Development Advisor.
Peer Observations Professor Croxford Mr Kevin Millam.
PRESENTATION SKILLS Presenter: Rony Jose Thekkel Date: Mar 18 th 2011.
Representation training Example presentation slides
10 MARK QUESTIONS BUSINESS MANAGEMENT. “THE FINAL QUESTION WILL BE WORTH 10 MARKS. THIS QUESTION WILL BE DRAWN FROM UNITS 3 OR 4, OR BOTH.” VCAA EXAM.
Peer Evaluation Dimensions Self Assessment Cooperation Responsibility Preparedness Supportiveness Integrity Peer & Self Evaluation.
Technology Standards Ashley Balasa. MTTS Standard I: Information Access, Evaluation, Processing and Application. Standard I: Information Access, Evaluation,
What is assessment for learning?
Innovation What does it look like in Adult Learning?
Self and Peer Assessment All engaged – difficult during individual feedback. All recognise and understand the LLO. Information that develops skills. Information.
Service Learning. What is service learning? According to NYLC, it is an approach to teaching and learning in which students use academic knowledge and.
CAA Options: Collection of Evidence CTE Connection December 8, 2006 Rod Duckworth, Director of Career and Technical Education OSPI.
Assessment for Learning Centre for Academic Practice Enhancement, Middlesex University.
 Spring 2014 MCED 3430 Kelly Chaney.  Shared Group Grade o The group submits one product and all group members receive the same grade, regardless of.
Assessment & Feedback Working Group Developing Departmental Assessment & Feedback Practices The ‘Quick Wins’ Paper.
Support for English, maths and ESOL Module 1 Managing the transition to functional skills.
Devising Assessment Tasks PGCE CS IT. Objectives To consider how to plan for assessment To consider progression To think about collaborative learning.
Queen’s Teaching Awards QUB Teaching Awards Aims of the Briefing Session To raise awareness of the Queen’s Teaching Awards Scheme To encourage colleagues.
Good teaching for diverse learners
This project has been funded with support the European Commission
Personal Learning Planning Learning Logs and Pupil Achievement Folders
Assessment and Feedback – Module 1
Using Peer Assessment to Stretch and Challenge
Numeracy Ninjas Implementation Package
WHERE DO WE STAND? DISAGREE AGREE Activity 2A Continuum
Professional Development
Assessment The purpose of this workshop / discussion is to extend further teachers’ understanding of the Department's Assessment Advice. This workshop.
FEEDBACK Dr. Mohammed Moizuddin Khan Associate Professor.
The National and Local context
A Moodle-based Peer Assessment Tool
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

Pros and cons of peer assessment ProsCons

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 (1 of 3)

Research findings (2 of 3)

Research findings (3 of 3)

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

Feedback: Privacy Policy Feedback
Do Not Sell My Personal Information
About project: SlidePlayer Terms of Service

© 2024 SlidePlayer.com Inc. All rights reserved.