2. Computerised self/peer support, learning and assessment of final year undergraduates? Phil Davies University of Glamorgan

3. Can final year students be trusted in awarding their own grades? Phil Davies University of Glamorgan

4. Can I get out of marking my final year students’ essays?? Phil Davies University of Glamorgan

5. What do I need? Assessment = Acceptable for final years? –Higher level skills / Critical Quality –Subjective Assessment –Essays –Subjective (lecturer) / time consuming / feedback ---- FORMATIVE NEED A COMPUTER SYSTEM

6. Computerised Peer Assessment C. A. P. Use Peers to do “time consuming” process Negative Comments Concerning Peer Assessment –“Why should I do it?” –“They don’t have the knowledge to mark my work” –“Wide range of non-supported marks”

11. Assessment Process Self Assessment = Critically reflect on own essay = Mark and Justify –Used as a MARKING STANDARD Peer Assessment Feedback Reflective Self Assessment

13. MARKS FOR MARKING Need to get the students to perform the marking process in a diligent and reflective manner Judged not only on their essay, but also on their marking performance Marks for each stage of the assessment process

15. Results from Study Average Mark for Self-Assessment One –64.5% Average Mark for Peer Assessment –58.86% Over-mark SA1 to Peer of 5.6% Correlation 0.62 SA1/Peer Average Mark for Self Assessment Two –64.2%

16. Can we trust their grading? Grade Peer Agree % Diff H/L

17. Were they close? Range SA1/Peer SA2/Peer

18. Using the Peer as the Standard Median mark not mean Need to take into account high and low markers Generate a compensation factor for each student Use this compensation factor to create assessed mark, not peer mark

19. Range of change taking into account compensation factor Average change per student +0.10% Resultant grade change affect 21% of the students Range of affect -7 to +7% Normal Distribution of range of affect Minimal change to overall %

20. Student Comments/Problems Only two students asked for re-mark Over 80% felt it was of great benefit Content & Style Plagiarism “we were more careful because you warned us”

21. Conclusions Can accomplish higher level skills assessment Can rely on a “high” percentage of the marks within 10% …. SA2 Can not really rely on classification Students benefit from peer marking and feedback Qualitative marking not Quantitative I assess higher order skills, Peers lower