2. Consortium members Central School of Speech and Drama Dartington College of Arts Goldsmiths College University of Leeds University of Salford University of Ulster

3. What is the purpose of assessment? What is the purpose of assessment? Who is assessment for? Who is assessment for? What do we mean by peer assessment? What do we mean by peer assessment? Where and how might it be applied? Where and how might it be applied?

4. what is the purpose of peer assessment? – to enhance learning (for assessor and assessee) – to encourage student autonomy – to develop critical judgement Brown and Glasner (1999)

5. peer and self assessment: complementary partners –by judging work of others, students gain insight into their own performance – they gain a sense of ownership of the assessment process, thus improving motivation –they learn to evaluate their own and their peers achievements realistically (lifelong learning )

6. peer assessment works best when … –clear criteria are used –well designed and appropriate assessment tasks are employed (linked to learning objectives) –students engage in the process of devising criteria –criteria are introduced from day one so that a shared understanding develops –staff are fully committed

7. what do we mean by peer assessment? – peer tutoring/mentoring – peer feedback (written and oral) – peer grading of work – peer grading and tutor modified

8. potential problems involving students in assessment: – reluctance of one or more to participate in process – general dislike of assessing/judging friends – character conflicts – time consuming – lack of evaluative/assessment skills – lack of accuracy of peer grading – legal issues relating to degree classification

9. some benefits of involving students in assessment for students – improves student learning and assessment – increases understanding of process and product – increases student autonomy – improves key skills development (critical thinking; communication; self motivation; time management etc)

10. some benefits of involving students in assessment for staff: – increases staff reflection on teaching/assessment relationship – enables more productive tutorials – can create collaborative and exciting atmosphere can assist in response to increased burden of marking marking

11. pair activities 1. (5 minutes) In pairs, each describe to your partner, a situation at work where peer assessment would be an appropriate and valuable learning strategy, but is currently not employed. 2. (15 minutes) Discuss with your partner how you will attempt to implement peer assessment, noting any particular obstacles which will need to be overcome. Discuss with your partner how you will attempt to implement peer assessment, noting any particular obstacles which will need to be overcome.

12. peer oral assessment at APU Each student completes assessment sheet comments for each member of his/her study group Criteria with suggested subheadings Content Content Organisation of materialOrganisation of material DeliveryDelivery

13. peer oral assessment at APU – student suggested total class-mark (fail (0-39), third (40-49) etc.. – tutor uses groups comments and class mark to arrive at final mark

14. peer review Political Theatre Module at UUC – Students generate criteria for each of three forms based on reading and directed practice – Groups devise short examples of form – Other students assess according to criteria and provide feedback – Criteria revisited

15. peer monitoring (a): Dissertation Module at UUC –Students conduct progress vivas and provide feedback –Reducing the blag factor ? –Valued feedback –Orientation in Year Group (beware groupthink)

16. peer monitoring (b): Project work –Interim Reviews through prompts –Our group works well when … –I would learn more if … –Three-Way Listening –Yellow and red cards

17. peer marking Group Process – Group mark based on outcome – Group Mark x no. of group members = total – Process Criteria agreed – Each member allocates mark to others based on criteria (sum of marks allocated = total) (sum of marks allocated = total) – No more than 10 to separate highest/lowest – Each member receives total of allocated marks divided by no. of group members

18. conclusions – contextualise – negotiate / review – focus on learning – small quick wins – not everywhere (mix and match)

19. conclusions – build on success – use students (vertical & horizontal) – identify and secure friends/ champions of change (internal and external) ILT LTSN SEDA HAN FDTL ILT LTSN SEDA HAN FDTL