Assessment Design Practical examples. Peer marking using model answers (Forbes & Spence, 1991) Scenario: Engineering students had weekly maths problem.

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Assessment Design Practical examples

Peer marking using model answers (Forbes & Spence, 1991) Scenario: Engineering students had weekly maths problem sheets marked and problem classes Increased student numbers meant marking impossible and problem classes big enough to hide in Students stopped doing problems Exam marks declined (Average 55%>45%) Solution: Course requirement to complete 50 problem sheets Peer assessed at six lecture sessions but marks do not count Exams and teaching unchanged Outcome: Exam marks increased (Av. 45% 80%)

Peer feedback - Geography (Rust, 2001) Scenario Geography students did two essays but no apparent improvement from one to the other despite lots of tutor time writing feedback Increased student numbers made tutor workload impossible Solution: Only one essay but first draft required part way through course Students read and give each other feedback on their draft essays Students rewrite the essay in the light of the feedback In addition to the final draft, students also submit a summary of how the 2nd draft has been altered from the1st in the light of the feedback Outcome: Much better essays

Peer feedback - Computing (Zeller, 2000*) The Praktomat system allows students to read, review, and assess each others programs in order to improve quality and style. After a successful submission, the student can retrieve and review a program of some fellow student selected by Praktomat. After the review is complete, the student may obtain reviews and re-submit improved versions of his program. The reviewing process is independent of grading; the risk of plagiarism is narrowed by personalized assignments and automatic testing of submitted programs. In a survey, more than two thirds of the students affirmed that reading each others programs improved their program quality; this is also confirmed by statistical data. An evaluation shows that program readability improved significantly for students that had written or received reviews. [*Available at: pdf]

The use of 'exemplars' as a mechanism for encouraging dialogue about assessment criteria

Peer-review as a method of encouraging students to discuss and compare their understanding of assessment criteria

Generic feedback and self assessment

Basic example of programme and module interconnections

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