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Tips & Tricks

Peer Assessment

Better quality and results through use of e-learning – that is Lutterworth College’s mission statement. With exciting use of itslearning they have achieved good results. Effective and instructive peer assessment is one of the activities that have had a large effect.

Andrew Runciman, head of ICT at Lutteworth, attended itslearning’s user conference for Norwegian customers in March, and presented different ways of using the learning platform. Here are the examples he showed of various forms of peer assessment, which many teachers have used – for better learning, and to save time!

Oral presentations

When the students have practical assignments that require evaluation, the assignment tool is used to gather valuable feedback to the presenters.

The teacher creates a question form for the students to fill out based on certain criterias, and each student is granted access to a question form, with a unique name. When the work to be evaluated is submitted, each student fills out their version of the questionnaire. The student who has submitted the work is then given access to the survey.

The excess value of using itslearning for this kind of peer assessment is that the students get statistics that gather the information and give them a better overview of what works and what needs to be improved.

Tests and assignments

The teacher gives students access to correct the assignment. The teacher assigns each student a partner within the group. It is then that student’s job to assess and grade their partner's work. The students are given a mark scheme and are expected to mark the work according to the examination criteria. Students give feedback and comments that will help to improve their partner’s answers.

At the end of the assessment period, the permission to assess the work is removed from the students, and the teacher checks the feedback and adds their own comments.

According to Runciman this kind of peer assessment has contributed to improve exam results. ”By putting a more able learner with a less able, both students benefit from the task”. The more able students add a large amount of feedback, which really helps the lower ability students identify what to improve. The more able student also has a chance to improve their exam technique by working with the assessment criteria.”

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