1. Online Peer Assessment Prof Nathan Clarke & Dr Paul Dowland Centre for Security, Communications and Network Research School of Computing, Electronics and Mathematics Please note: the screenshots in this presentation reflect the ‘process’ of using OPAS. OPAS has been updated since this presentation was produced.

2. System Objectives Peer assessment website is designed to operate in one of two ways: The peer assessment/review of individual contributions to group work The peer assessment/review of individual contributions to group workOR The peer assessment of group work The peer assessment of group work www.fotpms.plymouth.ac.uk/OPAS/

3. Initial Staff User Screen

4. Module Management Screen

5. Assessment Modes Module Preparation Assignment Upload Preparing Peer Assessment Peer Assessment & Submitting of Marks Module Leader Reviewing Results Display Results to Students 1 2 3 4 5 6

6. Module Preparation

8. Module Preparation – Student Prompts

9. Module Preparation - Assessment Criteria

10. Module Preparation – Adding Students

12. Module Preparation – Student Groups

14. In addition to creating groups, you can also add individuals to existing groups -Changes in group structure -New students/group additions

15. Module Preparation – Student Groups

16. Student View

17. Student View – Mode 1

19. Student View – Mode 4

25. Student Assessment Review

26. Module Leader Reviewing Results

29. Module Leader Calculating Results

32. Module Leader Reviewing Results Once all the results have been processed, you have the opportunity to modify results: Scale/Modify the entire cohort of students Scale/Modify the entire cohort of students Modify individual students Modify individual students

33. Module Leader Reviewing Results Modifying the entire cohort of students

34. Module Leader Reviewing Results Modifying an individual student

35. Student View – Mode 6

36. Positive Student Comments “It was a positive experience because one of the reports I read and marked was of very high quality. It helped to reiterate what was required in carrying out the assignment and helped to increase my knowledge of the subject.” “Gave me a chance to see how other people have interpreted the task in hand.” “It was very useful for revision purposes and also gave me an idea how my mates approached and tackled the task.” “I now understand the marking procedure behind the reports and the sort of scrutiny they are subject to.”

37. Negative Student Comments Did not like deciding someone’s final mark Marks are awarded by subjective students and not a professional Marking sheet/criteria was not explained enough Increased the amount of work that had to be done for this assignment

38. Interested? Contact the developers: Dr Paul Dowland / Prof Nathan Clarke pdowland@plymouth.ac.uknclarke@plymouth.ac.uk

39. Any Questions? Centre for Security, Communications and Network Research School of Computing, Electronics and Mathematics Plymouth University Plymouth Universitywww.cscan.org