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Assessment and Feedback Peer and Self Assessment Fang Lou, Mark Russell and Helen Barefoot The Learning and Teaching Institute

Assessment and Feedback Peer and Self Assessment Fang Lou, Mark Russell and Helen Barefoot The Learning and Teaching Institute

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Assessment and FeedbackPeer and Self Assessment

Fang Lou, Mark Russell and Helen Barefoot

The Learning and Teaching Institute

What does good assessment look like?

GOOD assessment

• Stimulates learning• ALWAYS provides high quality feedback• Efficient and timely• Related to learning objectives• Develop self-assessment abilities• Provides staff-student contact• Monitors student progress• Appropriate methods used• Accurate and reproducible

Assessment Experience Questionnaire

Student learning is best supported when the following conditions are met:• Assessed tasks capture sufficient student time and effort• These tasks distribute student effort evenly across topics & weeks• These tasks engage students in productive learning activity• Assessment communicates clear and high expectations to students• Sufficient feedback is provided, often enough & in enough detail• The feedback is provided quickly enough to be useful to students• Feedback focuses on learning rather than on marks or students• Feedback is linked to the purpose of the assignment and to criteria• Feedback is understandable to students, given their sophistication• Feedback is received by students and attended to• Feedback is acted upon by students to improve their work or their learning

(Gibbs & Simpson, 2004)

Good Feedback PracticeGood assessment and feedback practice should:1 Help to clarify what good performance is (goals, criteria, standards)2 Encourage 'time and effort' on challenging learning tasks3 Deliver high-quality feedback information that helps learners to self-correct4 Provide opportunities to act on feedback (to close any gap between currentand desired performance)5 Ensure that summative assessment has a positive impact on learning6 Encourage interaction and dialogue around learning (peer and teacher-student)7 Facilitate the development of self-assessment and reflection in learning8 Give choice in the topic, method, criteria, weighting or timing of assessments9 Involve students in decision-making about assessment policy and practice10 Support the development of learning groups and learning communities11 Encourage positive motivational beliefs and self-esteem12 Provide information to teachers that can be used to help shape their teaching

Nicol (2009)

NUS Principles of effective assessmentAssessment…1. Should be for learning, not simply of learning2. Should be reliable, valid, fair and consistent3. Should incorporate effective and constructive feedback4. Should be innovative and have the capacity to inspire and motivate such aswith the use of technology5. Should measure understanding and application, rather than technique andmemory6. Should be conducted throughout the course, not simply positioned as a finalevent7. Should develop key skills such as peer and reflective assessment8. Should be central to staff development and teaching strategies, and frequentlyreviewed9. Should be of a manageable amount for both students and tutors10. Should encourage dialogue between students and their tutors, and studentsand their peers

(NUS’ Principles of effective assessment)

Experiences of self/peer assessment

Coping strategies for large numbers of reports/essays marking (1)

• Work in groups; joint rather than individual report.• Run parallel activities on some weeks• Abolish half the practicals/seminars and provide time

for self-directed learning• Mark only some of the exercises rather than all reports• Get your post-graduate students to do the marking for

you• Specify very tight format; reporting data recorded,

processing, final result

• Use objective marking (e.g. MCQ) to test understanding of the practical/calculations.

• Pre-prepared comment sheets for feedback or assembled feedback via StudyNet

• Use peer-or self-marking of the write-ups• Separate the learning objectives of different

teaching activities and teach each explicitly.

Coping strategies for large numbers of reports/essays marking (2)

Why do peer assessment?

• all get all the information • provides full explanation• requires better understanding• develops critical evaluation• see others’ mistakes and standards• exposes bias/fairness/integrity issues • saves staff time and effort• IMPROVES STUDENT LEARNING

Example of improvement in student learning at Leeds

Self- & Peer - assessment

· What is it?

· Why do we use it?

Student – centered

Clear transparent criteria

Encourage deep learning

Quicker feedback

Learn from others

Example (peer assessment)

· Bioscience level 1, 200 students

· Practical on exercise physiology, proforma

· A workshop to brief students

· Full lab report, submitted on StudyNet & hard copy

· 2 hour session for peer assessment; marking criteria; comments;

· WATS for reflection and feedback (5%)

Key points of the workshop

• Using EVS to discuss with students about what, why and how to do peer assessment

• Detailed guidance of how to write a lab report

• General marking criteria of a full lab report is given

• Total marks and sign

• Reports collected and marking sheet to lecturer

Key points of the marking session

• Preparation and organisation

• 2 hours duration with prompt start

• Clear and detailed marking scheme – take them through timely; print-out

• Prompt attendance to queries – consistent answers

• OMR (optical marker Reader) marking sheet for scan

• WATS (weekly assessment tutorial sheet) system for reflection and feedback

What do the students think?

SA A NAND D SD0

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This peer assessment activity was beneficial for my learning

SA A NAND D SD0

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I benefited from marking another persons work

What do the students think?

SA A NAND D SD0

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For this assignment 'Feedback on my work

has been prompt'

SA A NAND D SD0

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I benefited from being engaged with the marking criteria prior

to writing up the report

SA A NAND D SD0

102030405060708090

I benefited from considering my own report in relation to the piece of work I was marking

SA A NAND D SD0

1020304050607080

As a consequence of the peer assessment I feel

better prepared for my next lab report

What do the students think?

“In what ways did you benefit from the peer assessment activity?”

I don't feel that I benefited from the peer assessment activity, however, the detailed marking scheme did help to show what the lecturers are looking for in future reports.

Good indication of what our lecturers would be looking for as well perhaps of how our peers may view our written work. Additionally from this exercise, i can gauge how effective my written communication skills are in the scientific field norms.

allowed me to understand the lecturers impartial role in the marking process

i had the chance to look at someone else’s style of writing and problem solving, which i may incorporate into my own work.

showed the standard that others were working at

marking other people work can be useful to spot what you have done wrong in your own report so that was a good benefit

I felt that the marking scheme and even reading other peoples work made me reflect upon what I was good at and what I could work on/add to in my report and future reports.

nothing much really

“What other comments do you have regarding the peer assessment process?”

It was a very good eyeopener

the marking criteria was a great help

and provided a guideline for future lab reports.

It is quite a bit risky marking someone else's work but it was quite beneficial in understanding the criteria used in marking our laboratory reports.

Time could have been used as a lecture to improve our understanding of human physiology

it's a fantastic experience

I feel really unwell for my lab report marks. the marker didn't even count the total marks for me, and the comment he/she wrote was unreasonable. and he/she didn't even marks my PTS skills!!

It wasn't as bad as I thought,

but had trouble keeping up.

i think the assesment wasnt very fair as some markers can be really generous and others will not be.

What is prompt ?

2 days 7 days 14 days 21 days 28 days uncoded No entry0

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Limited choices Coding

Consider if one of your assignments could be peer or self assessed

ESCAPE Themes

Good Assessment for Learning……Engages students with assessment criteria…Focuses on student development…Ensures feedback leads to improvement…Stimulates dialogue…Considers staff and student effort

Remember

• Assessment creates learning opportunities• Assessment can enhance teaching• Good assessment is motivating, aligned and feedback

rich• Guidance is out there• ESCAPE project page: http://tiny.cc/jaqjr • ESCAPE blog; Blogging from the mud movers:

http://escape-uh-jisc.blogspot.com/