Session 1: Academic Practice Peer Enhancement

Assessment Issues

Dr Julie Baldry Currens

Peer Enhancement in learning, teaching and assessment• Formerly known as peer review, peer

observation

• Revised approached agreed at UEL in 2010– A more collegial, supportive and reflective

approach– ‘Staff member’ and ‘peer’ work together to

enhance reflection and practice

Key features

• Mandatory for all academic colleagues

• Voluntary for service colleagues with a role in teaching and/or supporting learning

• One session per academic year will consider aspects of both – face-to-face teaching – learning materials.

Session will include:

Face to face teaching (including seminars, tutorials, workshops, individual or group supervision, field trips etc);

and a range of practice• e.g. promotional and info materials -module

and/or programme guides including on-line, VLE, CDRom, DVD, Podcast and paper based materials etc.;

F2F teaching and...

And a range of practice (cont’d)• e.g. development and /or delivery of teaching

materials (including use of VLE/ UELPlus / social networking,

• e.g. distance learning materials• e.g. formative and summative assessment tasks,

and provision or individual and generic feedback.

Four tasks involved in PE

i. 'Staff member' identifies and agrees with ‘peer’ the activity/activities on which to focus

ii. Staff member and peer agree session format for PE Session, e.g:- observing teaching and review of associated VLE materials;

iii. Staff member and Peer meet to undertake the PE session

iv. Staff member and Peer complete PE Record (see PE Form) and hand to Field / Team leader.

Role of Peer

The peer will support the staff member’s development, by:

• facilitating self reflection by the Staff member (reflective questions)

• offering constructive feedback

• identifying areas of good practice

• discussing areas for further development

Allocation

• Allocation of Staff members and Peers will be agreed annually (e.g. by School Learning &Teaching Committee) rather than occurring as an ad hoc arrangement

• May identify thematic focus for whole staff team or individual themes

Documentation

‘Light touch’ - identifies:

• Aspects of good practice suitable for dissemination

• Development needs of individual

• When viewed together, all records provide an overview of the extent of participation, within a School or Service.

Thank you

– any questions / comments ?

j.baldrycurrens@uel.ac.uk

Assessment Challenges

• Creating assessment that develops learning and measures performance (Boud, 2000)

• Balancing efficiency with effectiveness (Ross, 2003)

• Using a creative + balanced range of approaches • Growing sector context of massification (Land,

2004)… plagiarism proofing… offering learner autonomy + choice…

UEL Assessment Policy

• Emphasise assessment as integral - a key driver for learning

• Reflect QAA Code of Practice in Assessment (2006)

• Embed inclusive practice• Respond to external examiners requests to

reduce over-assessment• Policy applies to ALL programmes at UEL and

within collaborative partners

INTERNAL MODERATION – Q1

Q 1: What is UEL’s preferred method of internal moderation?

INTERNAL MODERATION – Q2 & 3

Q 2: How many scripts should be second marked?

Q 3: If there is more than one marker on the team, how many scripts should be second marked?

INTERNAL MODERATION – Q42nd marking

Q 4: Do calculations need to be second marked?

Resolving marking differences Q5

Q 5: How are differences between markers resolved?

EXTERNAL MODERATION Q6

Q 6: When should papers be sent to external examiners for external moderation?

TIMIMG of ASSSESSMENTS Q7

Q 7: Timing of Assessments: How much notice should be given?

• Exams -

• Coursework -

REASONABLE ADJUSTMENTS Q8&9

Q 8: How are Reasonable Adjustments managed for Coursework?

Q 9: What is the usual amount of time given for Reasonable Adjustments?

FEEDBACK Q10

Q 10: What is the timeframe for students to receive feedback ?

- Coursework

- Examinations